THE 


NEW    GYMNASTICS 


FOR 


MEN,  WOMEN,   AND   CHILDREN. 


BY 

DIO    LEWIS,   A.M.,  M.D., 

PRINCIPAL   OF  THE   LEXINGTON  SEMINARY   FOR   YOUNG   LADIES,   PRINCIPAL 
OF   THE   NORMAL   INSTITUTE    FOR   PHYSICAL   EDUCATION,    AUTHOR 
OF   "  WEAK  LUNGS  AND  HOW  TO  MAKE  THEM  STRONG," 
STO. 


"  By  no  other  way  can  men  approach  nearer  to  the  gods,  than  by  conferring  health 
on  meu."  —  Cicero. 


TENTH    EDITIOX, 

REVISED,      AND      GREATLY     ENLARGED. 


BOSTON: 
TICK  NOR      AND      FIELDS. 

1868. 


G 


>) 


Entered  according  to  Act  of  Congress,  in  the  year  1867,  by 
TICKNOR     AND     FIELDS, 

in  the  Clerk's  Ofi&ce  of  the  District  Court  of  the  District  of  Massachusetta. 


University  Press  :  Welch,  Bigklow,  &  Co.-, 
Cambridge. 


H  QeiJicate  ^Ijis  aHorfe 


GRADUATES    OF    THE    NORMAL    INSTITUTE 
FOR   PHYSICAL    EDUCATION, 

WITH  THE  HOPE  THAT   IT  .MAY  ADD   SOMETHING  TO  THE  INSTRUC- 
TION  WHICH   I   HAVE   HAD   THE   GREAT   PLEASURE   AND 
HONOR  TO  GIVE  THEM   IN   PERSON. 

DEAR    FRIENDS,'  OUR    PROFESSION     IS    A    MOST    USEFUL    ONE,   AND 

WILL   FIGURE   PROMINENTLY   AMONG  THE   AGENCIES 

WHICH   SHALL   DEVELOP  THE   NOBLE 

MANHOOD  AND  WOMANHOOD 

OF   THE   FUTURE. 


-8460 


PREFACE 


TO    THE    TENTH    EDITION, 


In  sending  forth  the  tenth  edition  of  the  New 
Gymnastics,  the  author  cannot  refrain  from  express- 
ing his  gratification  at  the  wide  welcome  accorded 
to  the  system  of  physical  culture  which  it  describes. 
Five  years  ago,  at  a  moment  full  of  national  peril, 
this  book  was  presented  to  the  notice  of  the  Ameri- 
can people.  That  it  met  at  such  a  time  an  instant 
and  extended  sale,  may  surely  be  accepted  as  evi- 
dence of  a  great  want,  and  of  the  eagerness  of  the 
people  to  welcome  any  effort  to  supply  that  want. 

More  than  one  edition  of  the  New  Gymnastics  have 
been  published  in  London,  England,  and  from  that 
great  centre  the  book  and  the  system  have  gone  to 
all  parts  of  Great  Britain,  to  Australia,  South  Africa, 
India,  and  to  other  British  Colonies,  —  in  short,  wher- 
ever the  English  language  is  spoken,  this  treatise  has 
made  its  way,  and  is  influencing  the  educational  sys- 
tems and  the  personal  habits  of  the  great  Anglo- 
Saxon  race.  This  does  more  than  satisfy  an  author's 
pride,  it  brings  joy  and  gratitude  to  his  heart. 


-^462 


I 


vi  PREFACE. 

This  is  called  a  new  edition ;  it  perhaps  deserves 
to  be  called  a  new  book.  More  than  half  of  the 
treatise  as  hitherto  published  consisted  of  translations 
from  the  German  of  Kloss  and  Schreber.  These 
translations  are  no  longer  included  ;  their  places 
have  been  supplied  by  original  exercises,  now  for  the 
first  time  published.  At  the  same  time,  changes  have 
])een  made  in  that  portion  of  the  book  which  was 
devoted  to  a?n  illustration  of  the  author's  system  of 
Gymnastics.  In  the  constant  practice  of  the  system 
for  the  past  five  years,  among  thousands  of  pupils,  a 
multitude  of  new  exercises  have  been  added,  and  the 
entire  method  has  been  improved  in  many  respects. 
This  edition  is  an  attempt  to  reflect  upon  the  pages 
of  a  book  the  changes  which  have  taken  place  in 
actual  practice. 

I  invite  the  attention  of  the  intelligent  reader, 
who  would  enjoy  a  lucid  and  complete  discussion  of 
the  philosophy  of  the  New  System^  to  the  admirable 
lecture  of  Moses  Coit  Tyler,  found  upon  the  last 
pages  of  this  volume. 


PREFACE 


TO    THE    FIRST    EDITION. 


This  book  describes  and  illustrates  a  new  sys- 
tem of  physical  training.  Like  air  and  food,  it  is 
adapted  to  both  sexes,  and  to  persons  of  all  ages. 

The  new  system  has  been  introduced  into  female 
seminaries  with  complete  satisfaction.  Its  beautiful 
games,  graceful  attitudes,  and  striking  tableaux  pos- 
sess a  peculiar  fascination  for  girls.  Public  classes, 
composed  of  adults  of  both  sexes,  elicit  general  en- 
thusiasm. Very  young  children  are  warmly  inter- 
ested, and  improved  in  form  and  strength. 

The,  exercises  are  arranged  to  music,  and  when 
performed  by  a  class,  are  found  to  possess  a  charm 
superior  to  that  of  dancing  and  oth(ii'  social  amuse- 
ments, while  the  interest  increases  with  the  skill  of 
the  performers. 

This  system  of  exercises  will  correct  drooping  or 
distorted  shoulders,  malposition  of  the  head,  and 
many  other  common  defects. 

Its  author  has  been  engaged  many  years  in  teach- 
ing gymnastics.     He  began  with  a  few  simple  exer- 


Viii  PREFACE. 

cises,  and,  making  additions  from  time  to  time,  has 
at  length  developed  a  comprehensive  system.  Not 
one  exercise  is  presented  which  has  not  been  proved 
by  long  and  varied  use,  while  hundreds  have  been 
devised  and  rejected.  Although  the  author  has  en- 
joyed during  more  than  twenty  years  the  discipline 
of  the  medical  profession,  its  suggestions  have  not 
been  adopted  unless  fully  justified  by  experience  in 
the  gymnasium. 

Efforts  are  being  made  to  disseminate  a  practical 
knowledge  of  the  new  system.  A  college  has  been 
incorporated,  —  the  Boston  Normal  Institute  for 
Physical  Education,  —  from  which  persons  of  either 
sex,  after  a  full  training,  are  graduated,  with  the 
honors  of  a  legal  diploma. 

It  is  the  ardent  hope  of  the  author  that  his  labors 
may  contribute  something  to  the  beauty  and  vigor 
of  his  countrymen. 


CONTENTS. 


-♦- 


Page 

Physical  Education 1 

Interest  in  Physical  Education 2 

Do  Children  require  special  Gymnastic  training?      .  3 

Development  of  the  Mind  requires  special  training  3 

The  Body  is  equally  dependent  upon  special  Methods  4 

Military  Drills 5 

History  of  the  New  Gymnastics 6 

Advantages  of  the  Xew  System 7 

Origin  of  the  Neav  System  of  Gymnastics         .        .  9 

Other  Teachers  of  Gymnastics 10 

Order  in  which  the  Exercises  were  developed       .  11 

Normal  Institute  for  Physical  Education     ...  13 

Music  with  Gymnastics 14 

The  Gymnastic  Hall 15 

The  Gymnastic  Costume 18 

The  Gymnastic  Apparatus 19 

A  Word  of  Advice  to  Teachers 19 

Free  Gymnastics 20 

Order  of  Free  Exercises. 

First  Series .22 

Second  Series      ........  38 

Third  Series 50 

Fourth  Series 57 


X  CONTENTS. 

Dumb-Bells. 

Weight  of  the  Dumb-Bell 73 

Philosophy  of  the  Light  Weights    ....  74 

The  Model  Gymnast 76 

Training  of  Horses 76 

Influence  on  the  Nervous  System         ...  79 

Importance  of  Accuracy 80 

Thorough  Work  in  the  New  School    ...  81 

Influence  upon  the  Lungs  and  Heart      ...  81 

Size  and  Quality 83 

Dumb-Bell  Exercises. 

First  Series 84 

Second  Series 97 

Third  Series 104 

Fourth  Series 114 

The  Rings 124 

Ring  Exercises 129 

The  Wand 152 

Wand  Exercises 153 

The  Indian  Club 171 

Club  Exercises. 

First  Series 172 

Second  Series 175 

Third  Series 179 

Bean-bags  —  Exercises 182 

Bean-bags 196 

Percussion 198 

Modes  of  Walking 203 

Mutual-help  Exercises 207 

Pin  Running 220 


CONTENTS.  xi 

Marches 223 

Dress  in  the  Intervals  between  the  Exercises   .        .  231 

Ladies'  Short  Dresses 232 

Shoes 233 

Moderation  in  Exercise 235 

Soreness  after  Exercise 236 

Bathing 236 

The  Warm  Bath 237 

Food 237 

Drinks 241 

Condiments 242 

The  New  Gymnastics  as  an  Instrument  in  Education  243 


TEE  NEW  GYMNASTICS. 


PHYSICAL    EDUCATION. 

I  HAVE  nothing  to  say  of  the  importance  of 
Physical  Education.  He  who  does  not  see  in  the 
imperfect  growth,  pale  faces,  distorted  forms  and 
painful  nervousness  of  the  American  People,  enough 
to  justify  any  and  all  efforts  to  elevate  our  physical 
tone,  would  not  be  awakened  by  words.  Presum- 
ing that  all  who  read  this  work  are  fully  cognizant 
of  the  imperative  need  which  calls  it  forth,  I  shall 
enter  at  once  upon  my  task. 

My  object  is  to  present  a  new  system  of  Gym- 
nastics. Novel  in  philosophy,  and  practical  details, 
its  distinguishing  peculiarity  is  its  complete  adap- 
tation, alike  to  the  strongest  man,  the  feeblest 
woman,  and  the  frailest  child.  The  athlete  finds 
abundant  opportunities  for  the  greatest  exertions, 
wliile  the  delicate  child  is  never  injured. 

Dispensing  with  the  cumbrous  apparatus  of  the 
ordinary  gymnasium,  its  implements  are  few  and 
extremely  simple,  but  are  admirably  calculated  not 
only  to  impart  strength  of  muscle,  but  to  give  flex- 
iblcuess,  agility  and  grace. 


-•'^46:^1 


2  THE   NEW   GYMNASTICS. 

None  of  the  apparatus  is  fixed.  Each  piece  is 
held  in  the  hand,  so  that  any  hall  or  other  room 
may  be  used  for  the  exercises. 

INTEREST  IN   PHYSICAL   EDUCATION. 

The  true  educator  sees  in  the  present  public  in- 
terest in  physical  education  a  hope  and  a  prom- 
ise, and  now  he  is  only  solicitous  that  the  great 
movement,  so  auspiciously  inaugurated,  may  not 
degenerate  into  some  unprofitable  specialty. 

One  man  strikes  a  blow  equal  to  five  hundred 
pounds  ;  another  lifts  a  ton  ;  another  bends  his 
back  so  that  his  head  rests  upon  his  heels  ;  another 
walks  a  rope  over  the  great  cataract ;  another  runs 
eleven  miles  in  an  hour  ;  another  turns  sixty  som- 
ersets without  resting. 

We  are  greatly  delighted  with  all  these,  —  pay 
our  money  to  see  them  perform :  but,  as  neither 
one  of  these  could  do  what  either  of  the  others 
does,  so  we  all  know  that  such  feats,  even  if  tliey 
were  at  all  desirable,  are  not  possible  with  one 
in  a  thousand.  The  question  is  not,  What  shall  be 
done  for  these  few  extraordinary  persons  ?  Each 
has  instinctively  sought  and  found  his  natural 
•  specialty.  But  the  question  is.  What  shall  be 
done  for  the  millions  of  children,  women  and 
men,   who   arc    dying   for    want   of    physical   train- 


THE   NEW    GYMNASTICS. 


ing  ?     My  attempt  to  answer  this  momentous  ques- 
tion will  be  found  in  this  work. 


DO   CHILDREN   REQUIRE   SPECIAL   GYMNASTIC 
TRAINING  ? 

An  eminent  writer  has  recently  declared  his  con- 
viction, that  boys  need  no  studied  muscle  culture. 
"  Give  tliem,"  he  says,  "  the  unrestrained  use  of  the 
grove,  the  field,  the  yard,  the  street,  with  the  vari- 
ous sorts  of  apparatus  for  boys'  games  and  sports, 
and  they  can  well  dispense  with  the  scientific  gym- 
nasium." 

This  is  a  misapprehension. 

DEVELOPMENT    OF    THE   MIND   REQUIRES 
SPECIAL  TRAINING. 

In  the  midst  of  conversations,  newspapers,  and 
lectures,  which  evoke  intense  mental  activity,  we 
turn  aside  for  the  methodical  training  of  the  acad- 
emy. The  poorest  man  in  the  State  demands  for 
his  children  the  organized  school.  He  is  right.  An 
education  left  to  chance  could  not  result  in  that 
symmetry  which  is  the  highest  form  of  all  true  de- 
velopment. 

No  man  doubts  that  chess  and  the  newspaper  in- 
duce grpwth  ;  but  growth,  without  qualification,  is 
not  our  purpose.     We  require  that  the  growth  shall 


4  THE   XEW    GYMNASTICS. 

be  of  a  peculiar  kind,  —  symmetrical.  But  there 
is  no  need  of  argument  on  this  point.  In  regard 
to  mental  training,  there  is  no  difference  of  opinion. 
Discriminating,  systematic,  scientific  culture,  is  our 
demand. 

THE  BODY  IS  EQUALLY  DEPENDENT   UPON 
SPECIAL  METHODS. 

Is  not  the  argument  applicable  to  the  hody  ?  Is 
the  body  one  single  organ,  which,  if  exercised,  is 
sure  to  grow  in  the  right  way  ?  On  the  contrary, 
is  it  not  an  exceedingly  complicated  machine,  the 
symmetrical  development  of  which  requires  discrim- 
inating, studied  management  ?  With  the  thought- 
ful mind,  argument  and  illustration  are  scarcely 
necessary  ;  but  I  may  perhaps  be  excused  by  the 
intelligent^  reader  for  one  simple  illustration.  A 
boy  has  stooping  shoulders,  displacing  the  organs 
of  the  chest  and  abdomen.  Give  him  the  freedom 
of  the  yard  and  street,  —  give  him  marbles,  a  ball, 
the  skates  !  Does  any  one  suppose  he  will  become 
straight  ?  Must  he  not,  for  this  and  other  defects, 
have  special,  scientific  training  ? 

Before  our  system  of  education  can  claim  an 
approach  to  perfection,  we  must  have  attached  to 
each  school  a  Professor,  who  thoroughly  compre- 
hends tlic  wants  of  the  body,  and  knows  the 
means  by  which  it  may  be  made  symmetrical, 
flexible,  and  vigorous. 


THE  NEW   GYMNASTICS. 


MILITARY    DRILLS. 


Since  vc  have,  unhappily,  become  a  military 
people,  the  soldier's  special  training  has  been  much 
considered  as  a  means  of  general  physical  culture. 
Numberless  schools,  public  and  private,  have  al- 
ready introduced  the  drill,  and  make  it  a  part  of 
each  day's  exercises. 

But  this  mode  of  exercise  can  never  furnish  the 
muscle  culture  which  we  Americans  so  much  need. 
Nearlv  all  our  exercise  is  of  the  lower  half  of  the 
body,  —  we  walk,  we  run  up  and  down  stairs,  and 
thus  cultivate  hips  and  legs,  which,  as  compared 
with  the  upper  half  of  the  body,  are  muscular. 
But  our  arms,  shoulders,  and  chests  are  ill-formed 
and  weak.  Whatever  artificial  muscular  training 
is  employed,  should  be  directed  toward  the  upper 
half  of  the  body. 

Need  I  say  tliat  the  military  drill  fails  to  bring 
into  varied  and  vigorous  play  the  chest  and  shoul- 
ders ?  Lideed,  in  almost  the  entire  drill,  are  not 
these  parts  held  immovably  in  one  constrained 
position  ?  In  all  but  tlie  cultivation  of  upright- 
'ness  the  military  drill  is  singularly  deficient  in  the 
requisites  of  a  system  of  muscle  training,  adapted 
to  a  weak-chested  people. 

Dancing,  to  say  nothing  of  its  mischievous  con- 
comitants, brings  into  play  chiefly  that  part  of  the 
body  already  in  comparative  vigor. 


6  THE   NEW   GYMNASTICS. 

Horse-back  exercise  is  admirable,  but  may  it  not 
be  miicli  indulged,  while  the  chest  and  shoulders 
are  left  drooping  and  weak  ? 

Skating  is  graceful  and  exhilarating,  but  to  say 
nothing  of  the  injury  which  not  unfrequently  at- 
tends the  sudden  change  from  the  stagnant  heat 
of  our  furnaced  dwellings  to  the  bleak  winds  of 
the  icy  lake,  is  it  not  true  that  the  chest  muscles 
are  so  little  moved,  that  the  finest  skating  may  be 
done  wdth  the  arms  folded  ? 

I  make  these  suggestions,  and  now  take  the 
liberty  to  request  your  careful  examination  of  the 
''Ring"  and  other  exercises  which  appear  in  this 
work. 

A  WORD   OF   THE   HISTORY  OF  THE  NEW 
GYJNINASTICS. 

Educated  to  the  medical  profession,  I  was  con- 
stantly and  painfully  impressed,  during  several  years 
of  professional  experience,  with  the  feeble  vitality  of 
the  thousands  with  whom  I  came  in  contact. 

At  length  I  was  filled  with  the  desire  to  contribute 
something  to  the  physical  improvement  of  my  fel- 
lows. A  Healtli  Journal  was  established  in  a  west- 
ern city,  and  published  several  years.  Accident  led 
to  a  lecture,  wliich  was  followed  by  eight  years  of 
life  on  the  platform. 

During   the   eight  years   of  lecturing,   the    spare 


THE  NEW   GYMNASTICS.  7 

hours  T\'crc  devoted  to  the  invention  of  a  new  sys- 
tem of  gymnastics. 

The  old,  or  German  gymnasium,  the  one  so  com- 
mon througliont  our  country,  was  obviously  not 
adapted  to  the  clasL-es  most  needing  artificial  train- 
ing. Athletic  young  men,  who  alone  succeeded  in 
the  feats  of  that  gymnasium,  were  already  provided 
for.  Boat  clubs,  ball  clubs,  and  other  sports  fur- 
nished them  in  considerable  part  with  the  means 
of  muscular  training.  But  old  men,  fat  men,  fee- 
ble men,  young  boys,  and  females  of  all  ages,  — 
the  classes  most  needing  physical  training,  —  were 
not  drawn  to  the  old-fashioned  gymnasium.  Tlij 
few  attempts  that  had  been  made  to  introduce  these 
classes  to  that  institution  had  uniformly  and  signally 
failed.     The  system  itself  was  wrong. 


ADVANTAGES  OF  THE  NEW  SYSTEM. 

The  advantages  of  the  New  System  of  physical 
culture  are,  in  part,  tlie  following :  — 

1st.  The  varied  movements  of  the  New  System 
give  opportunity  for  the  full  play  of  every  muscle  in 
the  body,  resulting  in  an  all-sided  development. 

2d.  The  exercises  are  constantly  changed  from 
one  set  of  muscles  to  another,  thus  darmfeg-  weari- 
ness and  undue  distiu'bance  of  the  circulation. 


8  THE   NEW    GYMNASTICS. 

3d.  The  centrifugal  impulse  of  the  predominating 
series  secures  a  completeness  and  grace  attained  by 
no  other  means,  while  the  centripetal  character  of 
the  old  or  German  method  has  long  been  the  oppro- 
brium of  physical  culture,  with  the  philosophical. 

4th.     In  the  New  System  the  exercises  are  subor- 
dinated to  personal  or  individual  wants,  wliile  in  the 
old,  the  person  is  entirelj^subordijiated  to  the  per- 
formance of  difficult  feats.- 
f^         5th.     The    physiological    purpose    of    all    muscle 
,      training    is    to    perfect    the    intermarriage    between 
I      nerve  and  muscle.     The  skill  exacted  by  the  accu- 
1      rate  lines,  changing  attitudes,  and  difficult  combina- 
tions of  the  new  methods,  compels  the  most  com- 
plete interaction  between  soul  and  body. 
\         6th.     The  New  School  employs  apparatus  which 
cannot  strain  and  stiffen  the  muscles,  not  even  in  the 
extremely  old  and  young  or  feeble,  while  the  old 
school  sanctions   weights   which  must   produce   the 
slow,  inelastic  muscles  of  the  cart-horse. 

7th.  The  New  Gymnasium  invites  to  its  free  and 
social  life  persons  of  both  sexes  and  of  all  ages,  while 
every  attempt  that  has  been  made  to  introduce  the 
old,  or  tlie  very  young,  or  women,  to  the  Old  Gym- 
nasium lias  failed. 

8th.  In  tlie  New  Gymnasium  persons  of  both 
sexes  unite  in  all  the  exercises  with  great  social  en- 
joyment, thus  adding  indefinitely  to  the  attractions 


THE  NEW   GYMNASTICS.  9 

of  the  place,  while  the  attractions  of  the  Old  Gym- 
nasium arc  about  equal  to  those  of  a  ball-room  from 
which  ladies  are  excluded. 

9th.  In  the  New  Gymnasium  everything  is  set 
to  music.  Marches,  free  movements,  dumb-bells, 
wands,  rings,  mutual-help  exercises.  No  apathy 
can  resist  the  delightful  stimulus.  The  one  hundred 
persons  on  the  floor  join  in  the  evolutions  inspired  by 
one  common  impulse.  Under  the  old  system  each 
individual  works  l)y  himself,  deprived  of  the  sym- 
pathy and  energy  evoked  by  music  and  the  associ- 
ated movement. 


ORIGIN  OF  THE  NEW  SYSTEM  OF  GYMNASTICS. 

As  I  have  never  undertaken  to  vindicate,  in  full, 
my  own  claims  to  originality  in  the  field  of  physical 
culture,  I  deem  it  only  just  to  myself  as  well  as  to 
others  to  distinctly  state,  in  this  new  edition  of  the 
gymnastic  guide,  what  portions  of  the  New  System 
were  of  my  own  creation. 

1st.  The  idea  of  exercise  with  the  rings,  the  ring 
itself,  and  every  one  of  the  more  than  forty  exercises 
with  this  piece  of  apparatus,  were  my  invention. 

2d.  The  substitution  of  the  wooden  for  the  iron 
dumb-bell,  and  all  the  movements  in  the  New  Sys- 
tem of  dumb-bell  exercises,  save  four,  were  also  my 
invention. 

1* 


10  THE   NEW   GYMNASTICS. 

3d.  The  hean-hag  itself^  and  eighteen  of  the  twen- 
ty-one exercises  with  it,  were  devised  by  myself. 

4th.  Of  the  more  than  sixty  exercises  with  the 
wand,  all,  with  four  or  five  exceptions,  were  the 
result  of  my  own  expQriments. 

5th.  Of  the  present  system  of  free  gymnastics,  I 
devised  about  half. 

6th.  The  idea  of  the  "  Mutual-Help  Exercises  " 
I  obtained  from  a  German  writer ;  but  the  system 
employed  in  the  New  School  is  my  own. 

7th.  Of  the  marches  and  skippings  practised  in 
the  New  Sclioof,  the  larger  part  were  invented  by 
me,  but  some  of  the  best  were  devised  by  my  assist- 
ants, who  have  served  as  teachers  in  our  Training 
School. 

8th.  The  sixteen  exercises  with  clubs  employed 
in  the  New  Gymnasium,  were  mostly  my  own. 

9th.  The  adaptation  of  gymnastic  exercises  to 
music,  although  perhaps  not  quite  new,  is,  in  the 
modes  we  have  adopted,  entirely  new. 


OTHER  TEACHERS  OF   GYMNASTICS. 

Op  the  more  than  two  hundred  and  fifty  ladies 
and  gentlemen  who  have  graduated  from  our  Train- 
ing School,  nearly  all  have  proved  heartily  loyal  to 
my  leadership.  Three  or  four  have  rearranged  the 
exercises,  and  thereupon  preferred  claims  to  origi- 
nality. 


THE   NEW    GYMNASTICS.  11 

Several  works  have  been  published  containing  the 
princi])al  features  of  the  New  System,  with  unre- 
.  served  recognition  of  my  claims.  A  single  work, 
published  in  'Siiw  York,  appropriated,  without  even 
a  mention  of  my  name,  all  the  principal  features  and 
much  of  the  detail  of  the  system  to  which  I  have 
devoted  so  many  years. 

I  have  not  said  this  much  of  my  personal  claims 
in  the  spirit  of  vanity,  but  because  1  think  it  simply 
right,  that  in  a  great  movement  wdiich,  within  a  quar- 
ter of  a  century,  is  to  enter  as  an  integral  part  of 
all  school  culture,  the  origin  of  the  essential  parts 
of  the  system  should  be  known. 

ORDER  IN  WHICH  THE    EXERCISES  WERE 
DEVELOPED. 

CLUBS.  i 

The  club  was  first  employed.  Wherever  a  course 
of  lectures  was  delivered,  the  teachers  and  others 
were  called  together,  instructed,  and  trained. 

RUBBER    BALLS. 

Large  rubber  balls  w^ere  soon  introduced.  The 
exercises  with  these  were  admirable,  but  the  win- 
dows were  broken  and  they  were  difficult  to  catch. 
Soon  it  was  observed,  if  the  balls  were  but  partially 
inflated,  for  many  of  the  exercises,  they  were  much 
improved.     This  suggested  the  bags.     At  first  they 


i_ 


12  THE   NEW    GYMNASTICS. 

were  made  very  large   and  filled  with   corn.      Then 
tvlieat  was  thought  to  be  an  improvement. 

BE AN -BAGS. 

In  a  town  where  neither  corn  nor  wheat  could  be 
conveniently  procured,  the  dealer  asked  if  I  could 
not  use  beans.  These  were  found  to  be  just  the 
thing. 

As  the  games  were  multiplied  the  bags  were  re- 
duced in  size.  Within  three  years,  at  least  forty 
bag  exercises  were  devised.  Twenty  of  these  exer- 
cises or  games  are  retained,  and  constitute  our  series 
of  Bag  Exercises.  But  for  the  dust  the  bag  exer- 
cises are  second  to  no  others,  save  those  with  the 
rings.  They  cultivate  quickness  of  the  eye  and 
hand,  presence  of  mind,  and  in  the  series  of  twenty 
games  afford  a  great  variety  of  profitable  exercise. 

DUMB-BELLS. 

Next  in  order  the  dumb-bells  appeared ;  at  first, 
very  small  iron  ones,  but  soon  \^  was  observed  that 
not  only  were  they  cold  to  the  hand,  but  they  were 
not  sufficiently  long  to  produce  any  considerable  mo- 
mentum in  the  twisting  movements,  or  to  enable  the 
eye  to  take  accurate  and  instant  cognizance  of  their 
position.  As  the  weight  could  not  be  increased,  the 
wooden  dumb-bell  was  suggested.  This,  for  many 
reasons,  is  greatly  superior  to  the  metal  bell. 


THE   NEW   GYMNASTICS.  13 

THE    WAND. 

Next  in  order  came  the  exercises  with  the  wand» 
This  piece  of  apparatus  was  introduced  to  my  atten- 
tion by  Professor  Langdon  of  New  York. 

Much  time  was  given  to  the  development  of  the 
wand  series,  but  for  reasons  which  I  will  not  discuss, 
these  exercises,  although  very  valuable,  have  never 
maintained  their  due  share  of  favor. 

THE    RINGS. 

Next  in  order  appeared  the  exercises  with  the 
rings,  of  which  a  somewhat  full  account  is  given  in 
another  place. 

MUTUAL-HELP    EXERCISES. 

Last  of  all,  what  we  have  named  "  Mutual-Help 
Exercises,"  a  description  of  which  will  in  part  ap- 
pear in  this  volume,  claimed  attention.  Upon  a 
series  of  exercises  of  this  class,  which  shall  be  adapt- 
ed to  schools,  we  are  at  present  engaged. 


NORMAL  INSTITUTE   FOR  THYSICAL  EDUCATION. 

I  HAVE  written  this  brief  history  of  our  various 
series  of  exercises,  which  I  fear  will  prove  of  little 
interest  to  the  reader,  and  now  venture  a  word  of 
the  "  Normal  Institute  for  Physical  Culture." 


14  THE   NEW   GYMNASTICS. 

After  several  years  of  invention  and  teaching,  Bos- 
ton was  selected  as  the  best  field  for  the  establish- 
ment of  a  Training  School  for  teachers  of  the  New 
System.  In  1860  an  act  of  incorporation  was  ob- 
tained, a  corps  of  professors  appointed,  and  on  the 
1st  of  July  of  that  year  the  first  session  opened. 
The  first  class  consisted  of  one  person.  Since  then 
nine  sessions  have  been  held.  More  than  two  hun- 
dred and  fifty  persons  have  taken  the  diploma  of  the 
Normal  Institute.  Much  instruction  in  Anatomy, 
Physiology,  and  Hygiene  is  given,  with  a  thorough 
training  in  the  New  School  of  Exercises.  Gradu- 
ates of  this  Institution  are  now  engaged  in  teaching 
in  all  parts  of  the  Northern  States.  Three  or  four 
are  very  successfully  occupied  in  the  Pacific  States, 
while  one  gentleman  has,  during  several  years,  been 
teaching  in  London,  England,  with  remarkable  suc- 
cess; 


MUSIC  WITH  GYMNASTICS. 

A  PARTY  may  dance  without  music.  But  the 
exercise  is  dull. 

Exercises  with  the  upper  extremities  are  as  much 
improved  by  music  as  those  with  the  lower  ex- 
tremities. Indeed  witli  the  former  there  is  greater 
need  of  music,  as  the  arms  make  no  noise,  such  as 
might  secure  concert  in  exercises  with  the  latter. 


THE  NEW   GYMNASTICS.  15 

A  small  drum,  costing  perhaps  8 10,  which  may 
be  used  as  a  bass  drum,  with  one  beating  stick, 
is,  I  suppose,  the  sort  of  music  most  classes  in 
gymnastics  will  use  at  first.  It  has  advantages. 
While  it  is  less  pleasing  than  some  other  instru- 
ments, it  secures  more  perfect  concert.  The  violin 
and  piano  are  excellent,  but  on  some  accounts  the 
hand-organ  is  the  best  of  all. 

Feeble  and  apathetic  people,  who  have  little 
courage  to  undertake  gymnastic  training,  accom- 
plish wonders  under  the  inspiration  of  music.  I 
believe  twice  as  much  muscle  can  be  coaxed  out, 
under  this  delightful  stimulus,  as  without  it. 

For  gymnastic  exercises,  we  always  use  music 
which  has  eight  accented  and  eight  unaccented 
beats  in  a  measure.  In  describing  the  exercises 
I  shall  speak  uniformly  only  of  accented  beats, 
(with  special  exceptions  always  named  in  their 
place.)  The  pupil  always  resumes,  on  the  unac- 
cented beat,  the  position  with  which  he  began  the 
last  preceding  accented  beat. 


THE    GYMNASTIC   HALL. 

The  Gymnastic  Hall  should  be  on  the  ground 
floor,  as  in  stamping  and  charging  the  building  is 
a  good  deal  shaken.  It  must  be  light  and  well 
ventilated.      Exercise    in    a    close,    vitiated    air,    is 


16  THE  NEW   GYMXASTICS. 

absurd.  The  atmosphere  must  likewise  be  free 
from  dust,  which  stamping  often  produces.  For 
this  evil  I  have  devised  a  remedy.  The  floor  should 
be  washed  frequently,  while  in  each  pail  of  water, 
(which  should  be  hot  if  convenient,)  a  half-pint 
of  cheap  molasses  is  dissolved.  Proceed  with  the 
washing  as  if  the  water  were  pure.  The  dust  in 
the  cracks  and  under  the  thousand  little  splinters 
which  are  found  upon  the  surface  of  most  floors, 
is  fixed  by  the  sticky  syrup.  In  my  own  halls  we 
add  one  or  two  ounces  of  glue  to  the  half-pint  of 
molasses.  This  cure  for  dust  is  invaluable  to  the 
managers  of  dancing  and  gymnastic  halls. 

The  hall  should  not  be  cold.  A  temperature 
below  50  degrees  checks  that  free  circulation  of 
the  blood  which  is  the  condition  of  muscle-growth. 
Perhaps  the  best  plan  is  to  raise  the  temperature 
to  Q^  degrees,  and  when  the  class  begins  to  exer- 
cise, drop  the  windows,  closing  them  again  when 
the  company  would  rest. 

The  floor  of  the  Gymnasium  should  be  marked, 
as  shown  in  the  cut.  The  painted  feet  should  be 
about  fifty  inches  apart  lengthwise  of  the  hall,  and 
tliirty  inches  apart  sidewise. 

Tlie  feet  must  have  the  relations  exhibited  in 
tlie  cut.  It  will  be  observed  that  each  pair  is  so 
placed  tliat  tlic  pupil  may  extend  his  arms  side- 
ways  without   touching   the   extended    arms  of  his 


THE   NEW    GYMNASTICS. 


17 


18  THE   NEW   GYMNASTICS. 

neighbors.  A  large  piece  of  tin  cut  out  in  the 
shape  of  a  pair  of  feet  and  laid  on  the  floor,  at 
the  right  points,  may  be  used  with  a  stencil  brush 
to  make  the  marks. 


THE    GYMNASTIC   COSTUME. 

The  cuts  will  assist  the  reader  to  understand 
the  costume  adopted  in  the  New  Gymnastics. 
Men  and  boys  exercising  in  an  occasional  class 
simply  remove  the  coat  and  exercise  in  the  ordi- 
nary dress  ;  but  a  costume  made  of  flannel,  in  the 
style  seen  in  the  cuts,  is  better  for  regular  work. 

In  the  ladies'  costume,  perfect  liberty  about  the 
waist  and  shoulders  is  the  desideratum.  Many 
ladies  imagine  if  the  skirt  be  short  it  constitutes 
the  gymnastic  costume.  The  skirt  should  be  short, 
but  this  is  of  but  little  importance  compared  with 
the  fit  of  the  dress  about  the  upper  half  of  the 
body.  The  belt  should  be  several  inches  larger 
than  the  waist,  and  the  dress  about  the  shoulders 
very  loose.  The  best  waist  is  a  regular  Garibaldi, 
with  the  seam  on  the  shoulder  so  short  that  the  arm- 
hole  seam  is  drawn  up  to  the  top  of  the  shoulder- 
joint.  The  stockings  should,  for  cold  weather,  be 
thick  woollen,  and  for  appearance  sake  another  pair 
of  cotton  stockings  may  be  worn  over  them  ;  the 
shoes  strong,  with  broad  soles  and  low  heels. 


THE   NEW    GYMNASTICS.  19 

GYMNASTIC   APPARATUS. 

Every  piece  of  apparatus  should  be  of  black 
walnut,  very  smooth,  and  kept  scrupulously  clean. 
To  secure  cleanlmess  there  must  be  provided  a 
place  of  deposit,  easy  of  access,  and  free  from 
dust. 

The  DuxMB-Bells  should  be  three  and  a  half 
inches  thick  for  men,  three  inches  for  women,  and 
two  and  a  half  inches  for  small  children,  with  han- 
dles pleasant  to  the  hand. 

The  Rings  should  be  made  of  three  pieces  of 
wood  glued  together.  We  make  them  six  inches 
in  diameter,  with  a  body  one  inch  thick. 

The  Wand  should  be  four  feet  long  and  one  inch 
thick  for  men  and  women,  and  about  three  feet 
long  for  small  children. 

The  Club  should  be  twenty  inches  long  and  four 
inches  thick  for  men,  eighteen  inches  long  and 
three  inches  thick  for  women,  and  fifteen  inches 
long  and  two  inches  thick  for  small  people. 

A  WORD  OF  ADVICE  TO  TEACHERS. 

I  TAKE  the  liberty  to  advise  yo>  to  introduce 
gymnastic  exercises  in  schools,  and  in  private 
classes,  in  the  order  published  in  this  work. 

Begin  with  a  few  exercises,  say  from  five  to  ten. 


20  THE  NEW   GYMNASTICS. 

and  repeat  them  till  your  pupils  can  execute  with 
accuracy.  During  the  first  lesson  or  two  it  is  well 
to  use  the  music  but  little,  as  many  explanations 
will  be  needed,  and  as  the  exercises  at  first  must 
be  practised  with  great  deliberation.  In  each  suc- 
ceeding lesson  three  to  five  additional  exercises 
may  be  introduced.  The  teacher  should  insist  that 
every  pupil  stand  in  his  place,  ivitli  sJioulders  and 
head  draivn  ivell  hack,  and  that  the  very  best  dis- 
cipline be  maintained  throughout  the  lesson.  It  is 
wise  to  allow  frequent  recesses ;  but  while  the 
work  is  in  progress  perfect  attention  and  silence 
should  be  maintained.  ^ 


FREE    GYMNASTICS. 

The  word  free,  as  applied  to  gymnastic  exercises, 
has  come  to  mean,  perhaps  for  no  good  reason,  those 
movements  in  which  the  pupils  exercise,  each  by 
himself,  without  apparatus.  The  possible  variety  of 
these  movements  is  almost  infinite.  Many  inven- 
tors and  teachers  preceded  myself  in  this  depart- 
ment. A  French  author  devised  more  than  a  thou- 
sand movements. 

The  exercises  in  the  following  four  series  are  in 
considerable  part  new,  and  have  been  used  with  sat- 
isfaction in  the  New  Gymnasium.  The  order  is  physi- 
ological.    Heretofore  it  has  not  been  uncommon  to 


THE  NEW  gymnastics:  21 

repeat  consecutively  a  number  of  movements  involv- 
ing the  action  of  the  same  set  of  muscles,  producing 
not  only  fatigue  but  too  strong  a  determination  of 
the  blood  towards  one  particular  group.  The  French 
author  constantly  fell  into  this  grave  error.  His 
system  is  impracticable  for  this  reason. 

It  will'  be  observed  that  in  the  following  arrange- 
ment diffusion  has  been  sought.  Besides,  the  physi- 
ologist will  observe  that  the  order  provokes  circu- 
lation always  from  the  main  blood-vessels  toward 
their  natural  and  successive  distributions.  Studied 
attention  has  been  bestowed  upon  this  physiologi- 
cal order,  without  which  many  of  even  the  most 
important  movements  would  fail  to  reach  their  best 
results. 

While  free  gymnastics  are  less  valuable  than  the 
exercises  with  apparatus,  because  of  a  too  strong 
centripetal  tendency  in  all  unloaded  exercises,  they 
are  nevertheless  so  convenient  and  susceptible  of 
immediate  use  in  the  school-room,  that  they  will  al- 
ways enjoy  a  certain  popularity. 

I  advise  teachers  to  use  the  order  in  the  Free 
Gymnastics  which  appears  in  this  book. 

The  Free  Gymnastics,  like  the  other  series,  should 
be  taught  with  accuracy.  If,  for  example,  the 
teacher  command  a  thrust  of  the  fist  upward,  let 
it  be  exactly  vertical.  The  teacher  should  require 
the   class,    and   then   groups   of  five    or   three,    and 


22  THE   NEW    GYMNASTICS. 

finally  each  individual,  to  execute  this  thrust  until 
the  vertical  line  is  secured. 

During  the  first  days  the  wise  teacher  will  intro- 
duce from  five  to  ten  exercises,  and,  running  through 
the  whole  class,  will  secure  an  exact  execution  by 
each  and  all.  This  individual  drill  in  the  presence 
of  the  class  leads  to  appreciation  of  accuracy,  and 
affords  opportunity  for  rest.  Besides,  the  interest 
evoked  secures  against  fatigue.  It  will  be  found  in 
these  series,  as  in  all  other  gymnastic  training,  that 
permanency  of  interest  rests  upon  accuracy  in  exe- 
cution. No  matter  how  spirited  the  teacher  or  fine 
the  music,  the  interest  will  not  be  long  maintained 
without  studied  accuracy ;  but  with  it  the  zeal  of 
the  average  pupil  will  constantly  increase. 


ORDER  OF  FREE  EXERCISES. 

No.  1.^  Standing  in  the  attitude  seen  in  Fig.  1, 
thrust  the  left  hand  down  by  the  side  twice,  the  right 
hand  twice,  alternately  twice,  and  simultaneously 
twice.     This  completes  one  strain  of  the  music.       ^ 

No.  2.  —  Thrust  the  hands  directly  outward  at 
the  side,  and  repeat  as  in  No.  1. 

No.  3.  —  The  same,  but  the  thrusts  are  upward. 

FUr     2 

The.  tendency,  especially  among  girls,  is  to  fail  in 
thrusting  the  arms  straight  upward. 


THE    KEW    GYMNASTICS. 


23 


Tiz.  1. 


Fig.  2. 


24 


THE  NEW   GYMNASTICS. 


Fig.  3. 


No.  4.  —  The  same,  but  the  thrusts  are  directly 
and  horizontally  forward.     Fig.  3. 

This  thrust  should  always  be  exactly  horizontal ; 
and  when  both  arms  are  thrust  forward,  they  should 
move  in  parallel  lines. 

No.  5.  —  Thrust  the  left  hand  downward,  and  re- 
turn once,  the  right  hand  the  same,  then  both  nearly 
simultaneously,  the  left,  however,  preceding  the  riglit 
by  tlie  fraction  of  a  second  ;  then  both  hands  simul- 
taneously. - 

No.  G.  —  The  same  movement,  but  the  thrusts  are 
sideways.  This,  with  No.  5,  completes  one  strain 
of  music. 

No.  7.  —  The  same,  upward. 


THE   NEW    GYMNASTICS. 


25 


No.  8.  —  The  same,  forward. 

7  and  8,  like  5  and  G,  will  fill  one  strain  of  mu- 


sic. 


No.  9.  —  Thrust  the  left  hand  downward  once,  the 
right  the  same.  This  occupies  two  beats.  Now  two 
beats  more  should  be  given  to  clapping  the  hands,  as 


seen  in  Fig.  4. 


Fig.  4. 

No.  10.  —  The  remaining  half  of  the  strain  is  de- 
voted to  the  same  exercise,  except  that  the  thrusts 
are  sideways. 

No.  11. — The  same,  with  the  thrusts  upward. 

No.  12.  —  The  same,  with  the  thrusts  forward. 

No.  13.  —  Placing  the  hands  upon  the  sides,  step 
forward,  as  shown  in  Fig.  5.     Oii  the  first  beat  the 


26 


THE   NEW    GYMNASTICS. 


i5 


Fis 


j)iipil  steps  forward,  as  shown  in  the  cut ;  on  the 
second,  he  steps  diagonally  forward  to  the  left ;  on 
the  third,  directly  sideways  ;  on  the  fourth,  diago- 
nally backward  to  the  left ;  on  the  fifth,  directly 
backward  ;  on  the  sixth,  diagonally  backward  and 
across  the  other  foot  to  the  right ;  on  the  seventh, 
directly  sideways  to  the  right,  behind  the  other  foot ; 
on  the  eighth,  diagonally  forward  to  the  right,  in 
front  of  the  right  foot. 

No.  14.  —  The  same  with  the  right  foot.  The 
stej)  of  the  right  foot  backward,  and  straight  side- 
ways to  the  left,  behind  the  left  foot,  are  shown  in 
Fig.  G.  The  step  sideways  to  the  right  of  the  right 
foot,  with  the  position  of  the  arms,  <tc.,  is  shown  in 


THE   NEW    GY.MNASTICS. 


27 


v.l  \ 


V. -J 


Fig.  6. 


Fig    7. 


28 


THE  NEW   GYMNASTICS. 


Fig.  7.     The  step  to  the  left,  with  the  right  foot  in 
front  of  the  left,  is  shown  in  Fig.  8. 


Fii?.  8. 


No.  15.  —  Charge  diagonally  forward  with  the  left 
foot,  as  shown  in  Fig.  9,  stamping  three  times.  In 
the  first  stamp  the  foot  is  carried  forward  its  length, 
second  stamp  the  same,  third  stamp  the  same,  and 
on  the  fourth  beat  it  comes  back  to  the  place  of 
beginning.  In  this  case  both  accented  and  unac- 
cented beats  are  employed. 

Same  with  the  right  foot. 

Same  with  the  loft  foot,  diagonally  backward. 

Same  with  the  right  foot,  diagonally  backward. 
The  stamp  diagonally  backward  on  the  left  side  is 
shown  in  Fig.  10.  The  last  four  numbers  occupy 
but  one  strain  of  music. 


THE  KEW   GYMNASTICS. 


29 


Fig.  9. 


Fig.  10. 


30 


THE   NEW   GYMNASTICS. 


No.  16. — With  the  hands  upon  the  sides,  twist 
the  body  from  side  to  side.     Fig.  11.     Eight  beats. 


Fig.  11. 


No.  17.  —  Bend  the  body  from  side  to  side.  Fig. 
12.     Eight  beats. 

No.  18.  —  Bend  the  body  forward  and  backward. 
Fig.  13.     Eight  beats. 

No.  19.  —  This  is  a  difficult  exercise  to  describe  or 
to  illustrate  with  a  cut.  It  is,  to  some  extent,  a  com- 
bination of  the  last  two  exercises.  Standing  upright, 
the  hands  upon  the  hips,  bend  to  the  left  as  far  as 
possible  ;  then,  without  rising  to  the  perpendicular, 
carry  the  body  round  so  it  is  bent  backward  ;  then, 
without  rising,  continue  the  twisting  until  the  body 


THE   NEW    GYMNASTICS. 


31 


Fig.  12. 


»"V'N 


C 


Fig.  13. 


32 


THE   NEW   GYMNASTICS. 


is  bent  to  the  right ;  still  go  on  with  the  twisting  in 
the  same  direction,  until  the  body  is  bent  forward. 
Now,  without  rising,  go  back  through  the  same  move- 
ments, first  bending  to  the  right,  then  backward,  then 
to  the  left,  then  in  front ;  and  now,  without  stop- 
ping, come  to  the  left  again,  and  then  behind,  to  the 
right,  in  front,  and  finally  to  the  right,  backward,  to 
the  left,  and  to  the  perpendicular.  This  exercise  oc- 
cupies two  strains  of  music,  as  a  motion  is  made 
only  on  the  accented  beats. 

No.  20.  —  Tvirn  the  head  from  side  to  side,  as  in 
Fig.  14.     Eight  beats. 

No.  21.  —  Bend  the  head  from  side  to  side,  as  in 
Fig.  15.     Eight  beats. 


Fig.  14. 


THE   NEW    GYMNASTICS. 


33 


Fig.  15. 


^:-^-n 


Fig.  16. 


0  * 


34 


THE  NEW   GYMNASTICS. 


No.  22.  —  Bend  the  head  backward  and  forward, 
as  in  Fig.  16.     Eight  beats. 

No.  23.  —  This  exercise  is  similar  to  No.  19.  An 
attempt  is  made  to  illustrate  it  in  Fig.  17. 


Fig.  17. 


No.  24.  —  Holding  the  arms  directly  in  front,  hori- 
zontal and  parallel  to  each  other,  carry  them  a 
few  degrees  upward,  and  bring  the  elbows  forcibly 
back.     Eight  beats. 

No.  25.  —  With  the  arms  horizontal  and  parallel 
in  front,  carry  the  left  arm  into  the  position  shown  in 
the  dotted  lines  of  Fig.  18,  twice.  Right  arm  the 
same.  Alternately  two  beats,  simultaneously  two 
beats. 


THE   NEW    GYMNASTICS. 


35 


No.  2G.  —  Beginning  with  the  hands  upon  the 
chest,  thrust  downward,  then  out  sideways,  then  up- 
ward, tlien  forward.  Now  repeat.  In  this  exercise 
the  arms  should  be  vigorously  twisted  while  in  the 


act  of  thrusting. 


Fig.  18. 

No.  27.  —  Touch  the  floor  with  the  hands,  without 
bending  the  knees,  then  bring  the  hands  to  the  chest 
upon  the  unaccented  beat,  now  thrust  them  directly 
upward,  rising  to  the  tips  of  the  toes,  then,  on  the 
unaccented  beat,  bring  them  to  the  chest,  then  to  the 
floor,  and  continue  through  one  strain  of  music. 
Fig.  19. 


36 


THE  NEW   GYMNASTICS. 


H       ii-f 


Fig.  19. 

No.  28.  —  With  the  left  foot  step  diagonally  for- 
ward to  the  right,  in  front  of  the  right  foot,  a  long 
step,  and  clap  the  hands  over  the  head,  as  shown 
in  Fig.  20.  Same  with  the  right  foot.  Alternate 
through  eight  beats. 

No.  29.  Stamp  with  the  right  foot,  then  with  the 
left,  then  charge  diagonally  forward  with  the  left  foot 
to  the  left,  swinging  the  arms  backward  in  the  hori- 
zontal plane  as  you  go  forward,  then  rise  on  the  un- 
accented beat  to  the  position  of  tlie  dotted  line,  and 
so  continue  through  a  strain.     Fig.  21. 

No.  30.    The  same  on  the  right  side. 


THE   NEW   GYMNASTICS. 


87 


Fig.  21. 


38 


THE   NEW   GYMNASTICS. 


SECOND    SERIES. 

No.  1.  —  Beginning  with  the  fists  upon  the  chest, 
thrust 'the  left  downward,  bring  back  to  the  chest, 
now  thrust  upward,  and  so  continue  through  a  strain. 
Same  with  the  right  hand.  Eight  beats.  Same  al- 
ternately, as  seen  in  Fig.  22.  Eight  beats.  Then 
simultaneously.     Eight  beats. 


i^^'J} 


Fig.  22. 


No.  2.  —  Thrust  with  the  left  hand  directly  side- 
ways on  tlie  left  side,  once  ;  now  thrust  it  in  exactly 


I 


THE   NEW   GYMNASTICS. 


39 


the  opposite  direction  (on  the  riglit  side).  Alternate 
through  a  strain.  Fig.  23.  Same  with  the  right 
hand.  Eight  beats.  Next  thrust  both  hands  to  the 
left,  and  then  to   the   right   in   alternation.     Ei<']it 


Fig.  23. 

beats.  Fig.  24.  Then,  four  times  to  the  left,  con- 
secutively, to  be  followed  by  four  consecutive  thrusts 
to  the  right. 

No.  3.  —  Standing  upright,  hands  upon  the  hips, 
thrust  the  left  foot  diagonally  forward  on  its  own 
side,  three  times,  and  stamp  on  the  fourth  beat. 
Then  thrust  the  right  foot  the  same,  and  stamp  on 
the  fourth  beat.  Fig.  25.  Now,  the  same,  back- 
ward.    Fig.  26. 


40 


THE  NEW   GYMNASTICS. 


Fig.  25. 


THE   NEW    GYMNASTICS. 


41 


Fig.  26. 


PI 


Fig.  27. 


42 


THE  NEW   GYMNASTICS. 


No.  4.  —  Upright,  hands  by  the  sides,  carry  the 
left  hand  from  this  position  to  the  perpendicular  over 
the  head,  without  bending  the  elbow.  Be  sure  it  is 
exactly  in  front,  so  that,  if  both  arms  were  being  car- 
ried up  at  the  same  time,  they  would  be  parallel  to 
each  other.  The  left  arm  four  times,  right  arm  four 
times.  Alternately,  four  beats.  Simultaneously, 
four  beats.     Fig.  27. 


\ 


Fig.  23. 


No.  5.  —  The  same  exercise,  but  the  arms  are  car- 
ried up  at  the  sides.     Fig.  28. 


THE   NEW    GYMNASTICS. 


43 


Fig.  29. 


No.  6.  —  Hold  the  arms  horizontal  and  parallel  m 
front,  and  swing  them  directly  backward,  without 
bending  the  elbow,  eight  times.  Be  sure  they  do 
not,  when  reaching  the  backmost  point,  fall  below 
the  horizontal  plane. 

No.  7. — Raise  the  left  shoulder  directly  upward 
as  far  as  possible  four  times,  right  the  same,  alter- 
nately four  beats,  simultaneously  four  beats.  Fig. 
29. 

No.  8.  —  Holding  the  closed  hands  by  the  side, 
spread  them  very  wide,  and  thrust  the  fingers  into 
the  position  seen  in  the  dotted  lines  of  Fig.  30. 

The  same  at  the  sides.     Fig.  31. 

The  same  overhead.     Fig.  32. 


44 


THE  NEW   GYMNASTICS. 


Fis.  30. 


Fig.  31. 


THE   NEW    GYMNASTICS. 


45 


Fig.  32. 

The  same  holding  the  hands  horizontal  and  paral- 
lel in  front. 

The  value  of  these  four  finger  exercises  turns 
upon  a  wide  spreading  of  the  fingers.  To  young 
ladies  ambitious  of  ease  in  playing  the  piano  this 
exercise  is  valuable. 

No.  9.  —  Stand  upright  and  swing  the  arms  from 
side  to  side,  as  in  mowing  (Fig.  33),  four  beats. 
Continue  the  same  movement,  bending  tlie  trunk 
forward  at  an  angle  of  forty-five  degrees  from  the 
hip-joint,  to  the  end  of  the  strain.     Fig.  34. 


46 


THE   NEW    GYMNASTICS. 


Fig.  33. 


Fisr.  34. 


No.  10.  —  Hands  upon  tlie  hips,  draw  the  elbows 
together  behind.     Fio-s.  35  and  36. 


THE   NEW    GYM.\ASTICS. 


47 


FiRS.  35,  36. 


Fig.  37. 


48 


THE   NEW   GYMNASTICS. 


No.  11.  —  Thrust  the  hands  diagonally  forward 
and  downward,  four  beats  on  the  left  side,  and  four 
beats  on  the  right.     Fig.  87. 

No.  12.  —  Slap  the  hands  about  the  chest  and  over 
the  shoulders  as  wood-choppers  do  to  warm  their 
hands. 


Fig.  38. 


Eight  beats. 


Fig.  38. 


No.  13.  —  Stamp  the  right  foot,  then  the  left,  now 
a  long  step  diagonally  forward  with  the  left  foot  on 
its  own  side,  then  sway  backward  and  forward  dur- 
ing the  remainder  of  the  strain.  Same  on  right  side. 
Fig.  39. 


TUE  NEW    GYMNASTICS. 


49 


li ,'•. 


Fig.  39. 


^=^ 


Fig,  40. 


50  THE   NEW    GYMNASTICS. 


THIRD    SERIES. 

No.  1.  —  Stamp  the  right  foot,  then  the  left,  then  a 
long  step  diagonally  forward  on  the  left  side  with  the 
left  foot,  then  inhale  to  the  end  of  the  strain.  Now, 
holding  the  breath,  percuss  the  chest  from  the  collar- 
bone down  to  the  stomach  with  the  flats  of  the  hands 
through  a  whole  strain.     Fig.  40. 

Same,  stepping  forward  with  the  right  foot. 

Same,  stepping  diagonally  backward  with  the  left 
foot. 

Same,  stepping  diagonally  backward  with  the  right 
foot. 

No.  2.  —  Joining  the  hands  just  under  the  shoul- 
der-blades upon  the  back,  thrust  them  vigorously 
downward  eight  times.  —  Fig.  41. 

No.  3.  —  Hold  the  arms  by  the  side  with  clenched 
hands,  and  twist  the  arms  vigorously  four  times. 
Hold  them  out  at  the  sides  and  repeat.  Fig.  42. 
Over  the  head  the  same.  Horizontally  in  front  the 
same. 

No.  4.  —  Hold  the  arms  horizontally  in  front,  with 
the  palms  of  the  hands  in  contact.  Now,  witliont 
tending  the  elbows,  draw  the  hands  alternately  back- 
ward and  forward,  if  possible,  drawing  each  hand 
entirely  off  the  other.  In  this  exercise  the  hands 
must  not  be  moved  from  side  to  side,  but  must  main- 


*  THE   NEW    GYMNASTICS. 


51 


Fig.  41. 


Fig.  42. 


52 


THE   NEW   GYMNASTICS.    ^ 


tain  the  same  position  in  front.     This  is  a  particu- 
larly valuable  exercise  for  rigidity  of  the  shoulders. 


Fig.  43. 


Fiar.  43. 


No.  5.  —  Holding  the  arms  loosely  by  the  sides, 
make  a  large  circle  with  the  point  of  the  shoulder 
from  behind  forwards,  first  with  the  left  shoulder 
four  times,  then  with  the  right  four  times.  Alter- 
nately, four  beats.  Simultaneously,  four  beats. 
Fig.  44. 

No.  6.  —  The  same,  but  the  circle  should  be  made 
from  before  backward.     Fig.  45. 

No.  7.  —  Holding  the  fists  firmly  in  the  armpits, 
thrust  downward  four  times  with  the  left  hand,  four 


THE    KKW    GYMXASnCS. 


53 


Fig.  44. 


Fig.  45. 


54 


THE  NEW   GYMNASTICS. 


Fig,  46. 


fu 


mg.  47. 


THE   NEW    GYMNASTICS. 


65 


times  downward  with  the  right  hand.  Alternately, 
four  beats.     Simultaneously,  four  beats.     Fig.  46. 

No.  8.  —  Holding  the  hands  upon  the  top  of  the 
shoulders,  repeat  No.  7,  only  the  movements  are  up- 
ward as  in  Fig.  47. 

No.  9.  —  Holding  the  left  fist  in  its  armpit,  and 
the  right  fist  on  the  top  of  the  right  shoulder,  thrust 
the  left  downw^ard  and  the  right  upward.  Four 
beats.  Now  with  the  right  fist  in  the  armpit,  and  the 
left  on  the  top  of  the  shoulder.  Thrust  downward 
and  upward  four  times.     Alternately,  four  times. 

When  the  hand  which  is  thrust  downward  is  to  be 


Fig.  48. 


56  THE   NEW    GYMNASTICS. 

carried  to  the  top  of  the  shoulder,  instead  of  bring- 
ing it  up  in  front  of  the  chest  with  the  bent  elbow, 
carry  it  directly  outward  at  the  side,  keeping  the 
arm  straight,  and  not  bending  the  elbow  till  you 
have  passed  the  horizontal  line.  Eight  beats.  Now 
simultaneously,  eight  beats.  An  attempt  is  made  to 
illustrate  this  circle  outward  at  the  side  in  Fig.  48. 


Fig.  49. 

No.  10.  —  Standing  in  the  position  seen  in  Fig. 
49,  carry  the  left  arm  to  the  horizontal  in  front  with 
much  force,  stopping  exactly  in  the  horizontal  plane. 
Right  arm  the  same.  Alternately,  four  beats.  Si- 
multaneously, four  beats. 

No.  11.  —  Holding  the  arms   horizontal   in  front, 


TIIK   NKW    GYMNASTICS.  57 

carry  them  to  the  perpendicular  over  the  shoulders 
in  the  same  order  as  in  the  last  figure. 

No.  12.  —  At  the  close  of  No.  11,  the  arms  being 
perpendicular  over  the  head,  move  the  whole  body 
with  the  arms  from  side  to  side.  The  motion  of  the 
body  is  illustrated  in  Fig.  12  of  the  Free  Gymnastics. 

Xo.  13.  —  Stamp  the  right  foot,  then  the  left.  Now 
a  long  step  diagonally  forward  with  the  left  foot, 
looking  backward  over  the  right  shoulder.  Hold  in 
this  position  through  eight  beats.  Same  on  the  right 
side.  Same  diagonally  backward  on  the  left  side. 
Same  diagonally  backward  on  the  right  side. 


FOURTH   SERIES. 

In  the  fourth  and  concluding  series  a  number  of 
exercises  which  have  already  appeared  in  the  preced- 
ing series  are  repeated,  most  of  them  with  variations 
more  or  less  important. 

No.  1.  —  Hold  the  left  foot  a  little  from  the  floor, 
diagonally  forward,  and  make  a  circle  with  its  toe 
through  four  beats.  Same  with  the  right  foot.  Fig. 
60. 

No.  2.  —  Crossing  the  hands  on  the  back,  thrust 
them  downward  eight  times.  Fig.  51.  Let  this  be 
done  with  great  force. 

No.  3.  —  Standing  on  the  right  foot,  make  a  circle 

3* 


58 


THE  NEW   GYMNASTICS. 


Fig.  50. 


Pig.  51 


THE   NEW    GYMNASTICS. 


59 


at  the  side  with  the  left,  from  behind  forward.     Four 
beats.     Same  with  the  right  foot.     Fig.  52. 


Fig.  52. 


No.  4.  —  Interlock  the  fingers  on  the  back  of  the 
head,  and  draw  the  head  just  as  far  backward  as 
possible,  and  hold  there,  pulling  forward  with  your 
hands  with  as  much  force  as  possible.  Eight  beats. 
Fig.  53. 

No.  5.  —  Holding  the  hands  upon  the  back,  as  seen 
in  Fig.  54,  thrust  diagonally  downward  and  backward. 
Eight  beats. 

No.  6.  —  Execute  the  movement  seen  in  Fig.  55, 
eight  times. 

No.  7.  —  Hands  upon  the  liips,  draw  the  elbows 
with  great  force  backward,  and  try  to  touch  them. 
Eight  times.     Fig.  b6. 


60 


THE  NEW   GYMNASTICS. 


Fig.  63. 


.j!      /' 


Fig.  64. 


THE   NEW   GYMNASTICS. 


61 


Fig.  55. 


Fig.  56. 


62 


THE  NEW   GYMNASTICS. 


No.   8.  —  Placing   the   hands   upon   the   hips,    sit      '^ 
down  upon  the  heels.     Eight  times.    -Fig.  57. 


Fig    57. 

No.  9.  —  Bend  backward,  as  seen  in  Fig.  58. 
Eight  beats. 

No.  10. — Thrust  the  left  hand,  the  first  time 
directly  upward,  and  then  three  times  as  seen  in 
Fig.  59.     Right  the  same. 

No.  11.  —  Bend  from  side  to  side,  as  seen  in  Fig. 
60,  eight  times.  It  will  be  observed  that  this  is  a 
more  vigorous  exercise  than  No.  12  in  the  first  series. 
It  is  fairly  presumed  that  persons  who  have  worked 
up  to  this  point  successfully  may  intensify  this  very 
difficult  but  profitable  exercise. 


THE   NEW   GYMNASTICS. 


63 


Fig.  58. 


Pig.  59. 


64 


THE  NEW   GYMNASTICS. 


Fig.  60. 


Fis.  61. 


THE   NEW    GYMNASTICS. 


65 


No.  12.  —  Execute  the  movement  represented  in 
Fig.  61,  eiglit  times. 

No.  13.  —  Draw  the  knee  of  the  left  leg  into  the 
position  seen  in  Fig.  62,  four  times.  The  right  knee 
the  same. 


Fig.  62. 

No.  14.  —  Execute  the  movement  seen  in  Fig.  63, 
very  slowly,  only  moving  on  the  accented  beats. 

No.  15.  —  Holding  the  left  hand  upon  the  side, 
with  the  right  arm  over  the  head,  bend  towards  the 
left  and  take  four  deep  breaths.  Same  on  the  other 
side.     Fii2*.  64. 

No.  16.  —  Hold  the  hands  as  in  Fig.  65,  and 
thrust  them  vigorously  backward,  as  seen  in  the 
dotted  lines.     Eight  times. 


6Q 


THE   NEW   GYMNASTICS. 


No.  17.  —  Carry  the  left  foot  forward,  and  perform 
a  semicircle  with  the  toe,  four  times.  Same  with  the 
right  foot,  four  times.     Fig.  66.     Eight  beats. 


Fig.  63. 


\ 


\ 


Fig.  64. 


THE  KEW    GYMNASTICS. 


G7 


Fig.  65. 


Fig.  66. 


68 


THE   NEW   GYMNASTICS. 


No.  18.  —  Interlocking  the  fingers  upon  the  back 
of  the  head,  and  drawing  the  head  backward  as 
vigorously  as  possible.  Sit  down  on  the  accented 
beats  eight  times.     Fig.  67. 

^"■-^ 

jml.    ' 


Fig.  67. 

No.  19.  —  Carry  the  left  foot  and  the  right  in 
alternation,  each  in  the  direction  represented  in  the 
dotted  lines.  Fig.  68.  If  the  pupils  cannot  balance 
without  using  their  arms,  the  position  of  the  hands 
upon  the  hips  may  be  abandoned. 

No.  20.  —  Draw  the  hands  backward  and  forward 
without  moving  from  side  to  side,  Fig.  43,  (keeping 
the  elbows  stiff  as  in  that  exercise,)  holding  them 
horizontal  in  front.  Four  beats.  Then  carry  tliem 
down  into  a  position  near  the  person,  and  thrust  tlie 


THE  NEW   GYMNASTICS. 


09 


Fig.  68. 


Fig.  69. 


70 


THE   NEW   GYMNASTICS. 


fingers  widely  and  vigorously  outward.     Four  beats, 
as  seen  in  Fig.  69. 

No.  21.  —  Perform  the  exercise  seen  in  Fig.  70, 
eight  times,  alternating  the  hands. 


Fig.  70. 


No.  22.  —  Strike  the  attitude  seen  in  Fig.  71,  four 
times  on  either  side,  filling  two  strains  of  music. 

No.  23.  —  Strike  the  bold  and  effective  attitude 
seen  in  Fig.  72,  and  maintain  it  during  four  beats  on 
either  side. 

No.  24.  —  Now  change  the  music  to  such  as  would 
be  used  in  rapid  dancing,  and  hop,  four  times  on  the 
left  toe,  four  times  on  the  right  toe.     Alternately, 


THE   NEW    GYMNASTICS.  <i 

four  times,  as  seen  in  Fig.  73,  and  simultaneously, 
four  times. 


Fig.  71. 


Fig.  72. 


r^2  THE  NEW   GYMNASTICS. 

Make  a  skipping  exercise  backward  and  forward, 
the  two  feet  passing  each  other  through  eight  beats 
Then  hop  with  both  feet  eight  times,  crossing  the  feet 
each  time  on  coming  to  the  floor. 


Fig.  13. 


THE   NEW    GYMNASTICS. 


73 


DUMB-BELLS. 


The  diimb-bsll  has  been  in  use  more  than  two 
thousand  years.  It  was  highly  prized  by  the  Greeks, 
among  whom  it  obtained  the  pecuhar  forms  seen  in 
the  cut. 


WEIGHT   OF   THE    DUMB-BELL. 

Heretofore,  heavy  iron  bells  have  been  preferred. 
The  German  Gymnasium  has  approved  those  weigh-' 
ing  from  fifty  to  one  hundred  pounds,  but  more  re- 
cently Schreber  and  other  magnates  in  German 
gymnastics  have  condemned  such  weights,  and  ad- 
vocated bells  weighing  from  two  to  five  pounds. 

In  my  own  early  experience  as  a  teacher  of  gym- 
nastics, I  advocated  heavy  dumb-bells,  prescribing 
for  those  who  could  put  up  one  hundred  pounds  a 
boll  of  that  weight ;  and,  as  my  success  had  always 

4 


74  THE   NEW   GYMNASTICS. 

been  with  heavy  weights,  pride  led  me,  I  fear,   to 
continue  their  use  long  after  I  doubted  their  value. 


PHILOSOPHY   OF  THE   LIGHT   WEIGHTS. 

It  is  said  that  dumb-bells  of  two  pounds'  weight 
may  do  for  women  and  children,  but  cannot  answer 
the  requirements  of  strong  men. 

The  weight  of  the  dumb-bell  must  be  determined 
by  the  manner  of  its  use.  If  only  "  put  up,"  one 
or  two  pounds  would  be  absurd  ;  but  if  used  as  in 
the  New  Gymnastics,  one  of  ten  pounds  is  beyond 
the  capacity  of  the  strongest. 

Some  years  ago  we  enjoyed  a  hearty  laugh  at 
the  expense  of  a  class  of  young  men  who,  in  our 
Gymnasium,  organized  an  insurrection  against  the 
wooden  dumb-bells.  Through  a  committee  they 
asked  for  iron  ones.  I  procured  some  weighing 
three  pounds.  The  young  men  used  them  part  of 
one  evening,  but  when  asked,  on  assembling  the 
following  evening,  which  bells  they  would  have,  re- 
plied, "  The  wooden  ones  will  do." 

If  the  dumb-bell  is  to  be  used  as  in  the  German 
Gymnasium,  —  if  it  is  simply  to  be  put  up  and  then 
put  down  again,  —  of  course  it  should  be  heavy; 
else  there  is  no  exercise.  But  if  used  in  a  great 
variety  of  ways,  the  performer  assuming  number- 
less  attitudes   and   moving  the  half- thousand   mus- 


THE   NEW    GYMNASTICS.  75 

clos,  caoli  and  all  in  turn  in  every  possi1)lc  way, 
tlic  boll  must  be  light.  There  need  be  no  contro- 
versy. We  of  the  "  light-weight "  party  agree  that 
if  the  bells  are  used  as  you  of  the  "  heavy-weight " 
party  use  them,  they  must  be  heavy,  but  if  as  we 
use  them,  then  they  must  be  light.  If  any  of  you 
doubt  it,  we  ask  you  to  try  our  exercises  with  heavy 
weio'hts. 

A  man  has  five  hundred  muscles,  some  of  them 
almost  microscopic,  others  of  prodigious  size.  These 
muscles  are  longitudinal,  transverse,  oblique,  —  in- 
terwoven in  a  most  wonderful  manner ;  long  and  pa- 
tient study  are  required  to  master  their  relations. 
Who  can  suppose  that  slow,  heavy,  direct,  and 
simple  movements  can  answer  the  demands  of  this 
varied  and  wondrous  structure  ? 

The  highest  physiology  demands  a  balanced,  har- 
monious development  of  the  motor  apparatus.  This 
is  secured  only  by  a  balanced  and  harmonious  ex- 
ercise of  the  entire  muscle  structure.  In  this  view 
the  thoughtful  reader  will  comprehend  the  great 
value  of  the  scores  of  attitudes  and  movements  in- 
volved in  the  exercises  of  the  New  School.  The 
muscles  of  every  part,  —  the  longitudinal,  transverse, 
and  oblique,  —  all  come  in  for  their  share  of  the  work. 

No  physiologist,  after  a  moment's  thought  upon 
the  subject  as  thus  presented,  can  hesitate  to  de- 
clare for  apparatus  of  such  weight   as  will  permit 


76  THE   NEW   GYMNASTICS. 

the  entire   muscle  structure   to   participate   in   the 
training  in  the  most  varied  and  complete  ways. 

THE    MODEL    GYMNAST. 

We  visit  the  circus.  Let  us  study  three  per- 
sons,—  the  man  who  lifts  the  cannon,  the  India- 
rubber  man,  and  the  general  performer.  Tlie  lifter 
and  the  India-rubber  man  are  the  extremes  ;  neither 
is  in  the  highest  physiological  condition.  The  gen- 
eral performer  is  our  model.  He  cannot  lift  a  can- 
non, nor  tie  himself  in  a  knot.  He  occupies  a 
midway  point  between  the  two  extremes.  He  is 
neither  the  slow  cart-horse  nor  the  loose-jointed 
animal,  but  he  is  the  fine,  active,  agile,  vigorous 
carriage-horse.  He  is,  in  a  certain  sense,  strong  ; 
but  it  is  the  strength  of  grace,  flexibility,  agility, 
and  endurance. 

TRAINING   OF   HORSES. 

My  neighbor  owns  a  score  of  superior,  fast  horses. 
He  is  training  them  for  the  market.  He  owns  like- 
wise a  number  of  cart-horses  for  his  farm  work. 
Passing  his  estate  I  observe  the  cart-horses  tugging 
away  at  great  loads  ;  but  the  horses  which  he  trains 
for  carriage  service  are  driven  before  light  wagons. 
My  neighbor   is  wise   about  the   education   of  this 


THE   NEW    GYMNASTICS.  77 

animal.  We  will  call  upon  liim.  You  believe  in 
heavy  gymnastics.  I  believe  in  light  gymnastics. 
We  seek  his  modes  of  training  horses.  You  shall 
do  the  talking. 

''  Mr.  ^I.,  why  don't  you  put  these  horses  which 
you  train  for  the  carriage  before  the  cart  ?  " 

"  It  would  spoil  them." 

"  Spoil  them !  nothing  would  so  contribute  to  the 
size  and  strength  of  their  muscles.  See  what  im- 
mense legs  your  cart-horses  show !  " 

"  I  doubt  not  a  heavy  cart  would  increase  the  size 
of  tlieir  muscles,  but  it  would  develop  certain  of 
the  large  muscles  only,  and  even  these  would  ac- 
quire little  freedom  of  motion." 

''  But  don't  you  think  a  carriage-horse  should  be 
strong  ?  " 

"  Yes,  but  not  the  strength  that  is  displayed  in 
the  slow,  limited  movements  of  the  cart-horse.  He 
should  be  trained  to  wide,  free,  dashing  motions  ; 
this  is  indispensable  to  carriage  service.  If  worked 
before  a  cart,  and  required  to  draw  heavy  weights 
by  slow  and  great  exertions,  he  would  soon  be  ca- 
pable of  no  other  movements." 

"  Do  you  think  that  fine,  spirited  horse  yonder 
could  be  changed  into  a  slow,  stiiT  cart-horse  ?  " 

"  Nothing  is  easier ;  one  or  two  years  of  cart 
work  would  accomplish  it.  Besides,  I  have  several 
cart-horses   that   you  would  little   suspect   of  style, 


78  ,  THE   NEW   GYMNASTICS. 

which  my  trainers  could  change  in  a  year  or  two 
to  fine,  stylish  carriage-horses." 

"  Don't  you  think  there  is  a  born  difference  ?  " 

"  Undoubtedly,  but  there  is  a  wide  range  left  for 
education.  Now  observe  that  cart-horse  approach- 
ing us  ;  see  how  slowly  he  moves  his  limbs.  For 
several  years  he  has  worked  at  heavy  loads.  The 
man  walking  by  his  side  has  the  same  gait.  He 
has  likewise  been  engaged  in  slow,  heavy  work.  I 
can  change  the  man  and  the  horse  in  time  so  that 
you  would  hardly  know  them." 

"  But  don't  you  think  they  are  stronger  now  than 
they  would  be  after  such  light  training  ?  " 

''  Yes,  stronger  for  heavy  loads,  but  not  so  ca- 
pable of  rapid,  flexible,  and  agile  movements." 

"  But  don't  you  think,  sir,  the  man  and  horse  are 
more  healthy  in  their  present  condition  ?  " 

"  By  no  means ;  these  fine  carriage-horses  are 
quite  as  healthy  as  those  working  before  the  carts  ; 
and  they  have  a  still  more  vigorous  circulation. 
See  the  veins  stand  out  upon  tliat  light-stepping 
creature !  A  year  of  cart  service  would  nearly 
bury  them,  while  a  year  of  the  best  carriage  train- 
ing would  develop  the  same  large  veins  upon  this 
cart-horse.  The  fact  is  the  carriage-horse  has  a 
higher  and  nobler  life  than  the  cart-horse.  He 
runs  through  the  whole  range  of  his  capacities, 
while  the  cart-horse  is  in  a  state  of  comparative 
dormancy." 


THE   NEW    GYMNASTICS.  79 

Passing  by  the  cart-horses  amono-  men,  those  who 
for  any  reason  must  devote  their  lives  to  bearing 
heavy  burdens,  and  considering  those  classes  only 
whose  physical  training  is  the  subject  of  scientific 
consideration,  may  I  not  say,  that  the  movements 
involved  in  the  pleasures  and  business  of  their 
lives  correspond  to  those  required  in  the  fine  car- 
riage-horse. 

The  physiological  laws  brought  to  light  in  this 
conversation  with  my  neighbor  are  applicable  to 
man.  Lifting  great  weights  affects  him  as  drawing 
heavy  loads  affects  the  horse.  So  far  from  man's 
body  being  an  exception  to  tliis  law,  it  bears  with 
peculiar  force  upon  him.  Moving  great  weights 
through  small  spaces  produces  a  slow,  inflexible 
man.  No  matter  how  flexible  the  boy  of  sixtjcn, 
let  him  engage  in  carrying  heavy  bags  up  stairs, 
or  in  unloading  barrels  of  flour,  and  in  five  years 
he  will  become  as  inflexible  as  a  slow  cart-horse. 


INFLUENCE   ON   THE   NERVOUS   SYSTEM. 

When  we  consider  that  the  nervous  system  is  the 
central  fact  of  our  life,  tliat  its  elastic,  vigorous 
condition  is,  after  all,  the  aim  of  all  hygienic  meas- 
ures, the  superiority  of  the  New  School  of  physical 
culture  becomes  most  striking. 

Can  any  one  doubt  that  boxing  and  small-sword 


\ 


80  THE   NEW   GYiAINASTICS. 

drill  will  do  more  to  give  elasticity  and  tone  to 
the  nervous  system  than  lifting  kegs  of  nails  ?  Is 
not  a  more  complete  marriage  of  nerve  and  muscle 
the  physiological  purpose  of  all  this  physical  train- 
ing ?  And  can  any  one  doubt  for  a  moment  that 
the  almost  infinite  variety  of  graceful,  dashing 
movements,  the  difficult  attitudes,  the  skilled  poise, 
and  the  complete  combinations  seen  in  the  exer- 
cises of  the  New  Gymnastics  are  superior  to  lifting 
heavy  dumb-bells,  and  the  other  heavy,  straining 
work  advocated  by  the  "lifting"  school? 


IMPORTANCE   OF   ACCURACY. 

Without  accuracy  in  the  performance  of  the  feats, 
the  interest  must  be  transient.  This  law  finds  ex- 
emplification in  military  training.  Those  who  have 
studied  our  infantry  drill  have  been  struck  with  its 
utter  simplicity,  and  have  wondered  that  men  can, 
without  disgust,  repeat  its  details  daily  for  years. 
If,  indeed,  the  drill-master  permit  carelessness,  au- 
thority alone  can  force  the  men  through  the  evo- 
lutions ;  but  if  he  enforce  the  greatest  accuracy, 
they  return  to  their  task  every  day  with  fresh  and 
increasing  interest. 

What  accuracy  is  possible  in  heavy  dumb-bell, 
and  other  slow  and  heavy  movements  ?  But  in  the 
exercises  of  the  New   School    there   is   opportunity 


THE  NEW   GYMNASTICS.  81 

for   all    the   accuracy  inculcated    iu  tlie  most  elab- 
orate military  drills. 

I  was  a  student  of  boxing  and  fencing  under  the 
best  masters.  In  neither  is  there  such  a  chance  for 
fine  posturing,  wide,  dashing  motion,  and  studied 
accuracy  as  is  found  in  the  New  Gymnastics. 


THOROUGH  WORK  IN  THE  NEW  SCHOOL. 

But  it  is  said  if  you  use  bells  weighing  only  two 
pounds  you  must  work  an  hour  to  reach  the  exer- 
cise which  the  heav}^  bells  will  furnish  in  ten  min- 
utes. I  need  not  inform  those  who  have  practised 
the  New  Gymnastics  that  this  objection  is  made  in 
ignorance.  On  the  contrary,  if  you  work  to  the 
full,  in  less  than  fifteen  minutes,  legs,  hips,  back, 
arms,  shoulders,  neck,  lungs,  and  heart  will  all 
plead  for  rest. 


INFLUENCE  UPON  THE  LUNGS  AND  HEART. 

One  of  tlie  great  advantages  of  the  exercises  of 
the  New  School  is  found  in  the  complete  action  of 
the  organs  of  the  chest.  Speaking  in  a  general 
way,  those  exercises  in  which  the  lungs  and  heart 
are  made  to  go  at  a  vigorous  pace  are  among  the 
most  useful.     The  double-quick  of  the  soldier  con- 

4*  F 


82  THE  NEW   GYMNASTICS. 

tributes  more  in  five  minutes  to  his  digestion  and 
endurance  than  the  ordinary  drill  in  two  hours. 

In  conclusion  upon  this  point,  I  would  suggest, 
that,  as  our  artificial  training  is  designed  to  fit  us 
for  the  more  successful  jDcrformance  of  the  busi- 
ness of  life,  the  training  should  be  in  character 
somewhat  assimilated  to  the  average  motions  in- 
volved in  the  performance  of  these  duties.  If  you 
would  train  a  horse  for  the  carriage,  you  surely 
would  not  prepare  him  by  a  slow  pace  before  a 
heavy  load !  If  you  did,  the  first  fast  drive  would 
go  hard  with  him.  Just  so  with  a  man.  If  he  is 
to  lift  hogstieads  of  sugar  or  barrels  of  flour  as  a 
business,  he  may  be  trained  by  heavy  lifting ;  but 
if  his  business  requires  the  average  velocity  and 
free  motions  of  other  human  occupations,  then, 
upon  the  basis  of  a  heavy,  slow  training,  he  would 
find  himself  in  the  condition  of  the  dray-horse  who 
is  pushed  before  the  light  carriage. 

Much  is  said  of  the  exhaustion  of  the  movements 
of  the  New  School.  All  this  talk  about  expendi- 
ture of  vitality  is  full  of  sophistry.  Writers  speak 
of  our  stock  of  vitality  as  of  a  vault  of  gold,  upon 
which  you  cannot  draw  without  lessening  the  quan- 
tity ;  whereas  it  is  rather  like  the  mind  and  heart, 
enlarging  by  action,  gaining  by  expenditure.  It  is 
not  true  that  in  either  intellectual  or  physical  train- 
ing, bold,  brilliant  efforts,  under  proper  conditions 


THE  NEW   GYMNASTICS.  83 

and  limitations,  exhaust  the  powers  of  life.  On  the 
contrary,  it  is  in  vigorous,  bold,  dashing,  brilliant 
etforts  that  wc  acquire  bold,  dashing,  and  brilliant 
powers. 

Therefore,  I  advise  that  persons  of  both  sexes  and 
of  all  ages,  possessing  average  vitality,  should,  in 
the  department  of  physical  education,  employ  light 
apparatus  and  execute  a  great  variety  of  feats  which 
require  skill,  accuracy,  a  quick  eye  and  hand,  pres- 
ence of  mind,  and  courage,  —  in  brief,  which  de- 
mand a  vigorous  and  complete  exercise  of  all  our 
powers. 


SIZE   AND    QUALITY. 

The  "  big-muscle  "  men  seem  to  appreciate  noth- 
ing but  size.  They  think  we  can  determine  constitu- 
tion and  health  by  the  tape  line  ;  that  all  exercises 
whose  results  are  not  determinable  by  measure- 
ment are  worthless.  Need  I  say  that  there  are 
other  conditions  of  brain,  muscle,  and  other  tissues 
far  more  important  than  size.  Surely  it  is  only 
this  mania  for  monstrous  arms  and  shoulders  that 
could  have  misled  the  intelligent  gymnast  on  this 
point. 


84 


THE  NEW   GYMNASTICS. 


DUMB-BELL   EXERCISES. 

Many  of  the  exercises  with  the  bells,  it  will  be 
observed,  consist  of  what  are  known  as  a  Movement 
and  an  Attitude.  In  every  case  the  first  half  of  the 
strain  of  music,  or  the  first  four  beats,  is  devoted  to 
the  movement,  the  second  half  to  the  attitude,  in 
which  there  is  no  movement.  If  this  is  kept  in 
mind  it  will  prevent  all  confusion  in  the  descri2> 
tions  of  these  exercises. 

No.  1.  —  Hold  the  dumb-bells  in  the  position  seen 
in   Fig.   1.     They  should  be  precisely  in  the    same 


line,    so    that 


Fig.l. 

a    straiQ:ht   rod 


passing    lengthwise 


tlirough  one,  would,  if  continued,  pass  through  the 


THE   NKW    GYxMNASTICS. 


85 


other.  Pupils  generally  fail  in  this.  The  teacher 
should  insist  upon  exactitude  in  this  beginning 
position.  The  pupil  should  be  watched  and  cor- 
rected till  this  position  is  secured.  Now  twist  the 
dumb-bells  half  way  round,  so  they  shall  have  ex- 
actly the  same  position  as  in  the  cut,  only  the  back 
of  the  hand  is  forward  instead  of  backward.  Re- 
peat this  four  times.  Bring  the  bells  to  chest  on 
fourth  unaccented  beat. 

Attitude.  —  Left  foot  diagonally  forward,  long  step. 
Body  half-way  to  floor.  Body  and  right  leg  in  a 
straight  line.  Turn  face  over  left  shoulder.  Keep 
still  four  beats. 

No.  2.  —  Hold  the  dumb-bells  in  the  position  seen 
in  Fig.  2.  Secure  great  accuracy.  Twist  four  times, 
just  half  way  round. 


Fig.  2. 


86 


THE   NEW   GYMNASTICS. 


For  the  attitude  charge  on  the  right  side,  just  as 
in  No.  1  you  charged  on  the  left.  The  twisting  oc- 
cupies four  beats ;   the  attitude  should  occupy  four. 

No.  3.  —  Hold  the  dumb-bells  as  in  Fig.  3,  the 
arms  exactly  horizontal  and  the  dumb-bells  pre- 
cisely parallel  to  each  other.  Twist  four  times. 
This  exercise  occupies  four  beats. 


Fig.  3. 


For  the  attitude  charge  the  left  foot  diagonally 
backward,  dumb-bells  at  the  sides,  as  in  Fig.  4, 
while  the  head  is  turned  over  the  left  shoulder. 

No.  4.  —  Holding  the  dumb-bells  in  the  position 
seen  in  Fig.  5,  with  the  arms  exactly  perpendicular 
and  parallel  to  each  other,  and  with  the  dumb-bells 


THE  NEW   GYMNASTICS. 


87 


Fig.  4. 


Fig.  5. 


88  THE  NEW   GYMNASTICS. 

in  exactly  the  same  line,  twist  them  as  before  four 
times,  turning  them  just  half  way  round,  as  in  the 
other  twists. 

Let  the  attitude  be  the  same  as  in  Fig.  4,  only 
on  the  other  side. 

No.  5.  —  Hold  the  dumb-bells  in  the  position  seen 
in  Fig.  6.  This  position  I  may  remark  is  very  im- 
portant.    (The  artist  has  bent  the  wrist,  which  is 


wrong.)  There  is  perhaps  nothing  in  the  whole 
dumb-bell  series  as  useful ,  as  this  attitude.  The 
bells  should  be  just  as  far  apart  as  the  points  of  the 
shoulders,  and  quite  perpendicular  and  parallel  to 
each  other  The  elbows  must  be  drawn  far  behind, 
and  the  wrists  must  not  be  bent.  Tlirust  downward, 
as  in  Fig.  7.     Bring  back  to  the  chest,  always  being 


THE   NEW   GYMNASTICS. 


89 


careful  to  carry  them  to  exactly  the  same  position  on 
the  chest.     Now  thrust  them  outward,  as  in  Fig.  8. 


Fig.  7. 


Fig.  8. 


90 


THE   NEW    GYMNASTICS. 


Now  thrust  tliem  upward,  as  in  Fig.  9.     Back  to  the 
chest  again.     Thrust  forward,  as  in  Fig.  10. 


Fig.-Q. 

Attitude  (Fig.  11).  If  the  back  suffers  in  this 
attitude,  use  Fig.  12,  feet  together. 

No.  6.  —  Repeat  this  exercise,  with  the  same 
attitude  on  the  right  side.  (I  may  remark,  that 
when  the  dumb-bells  are  thrust  downward  by  the 
sides,  they  should  be  exactly  horizontal  and  par- 
allel -to  each  other  ;  when  they  are  thrust  outward 
at  the  sides,  they  should  be  exactly  perpendicular 
and   parallel ;  when   they  are  thrust  upward,  they 


THE   NEW    GYMNASTICS. 


91 


Fig.  10. 


Fig.  11- 


92 


1 


THE  NEW   GYMNASTICS. 


Fig.  12. 


should  be  exactly  horizontal  and  parallel,  and  when 
thrust  forward,  they  should  be  perpendicular  and 
parallel.  Every  good  teacher  will  study  to  secure 
this  accuracy.  I  should  prefer  to  have  a  class  learn 
only  these  four  movements,  and  do  them  well,  than 
to  have  them  learn  the  whole  series,  and  execute 
them  in  a  loose  and  careless  way.) 

No.  7.  —  Holding  the  dumb-bells  by  the  sides, 
draw  the  left  dumb-bell  into  the  armpit,  once  ; 
then  the  right  dumb-bell  once,  simultaneously  two 
beats.     Fig.  13. 


THE    JsEW    GYMNASTICS. 


93 


l^ 


Fig.  13. 

It  is  important  that  the  elbow  should  be  thrust 
out  sideways  as  nearly  as  possible.  If  the  elbow  is 
carried  as  far  backward  as  is  represented  in  Fig. 
14,  the  exercise  will  fail  to  reach  its  legitimate 
uses.  In  this  movement,  when  the  dumb-bell 
strikes  in  the  armpit,  it  must  be  exactly  horizontal. 

The  attitude  is  sitting  down  upon  the  heels,  the 
dumb-bells  on  the  floor. 

No.  8.  —  Holding  the  dumb-bells  on  the  top  of 
the  shoulders,  thrust  the  left  one  up  once,  the  right 
one  once,  simultaneously  twice. 

The  attitude  is  found  in  thrusting  the  dumb-bells 
directly  upward  and  rising  to  the  tips  of  the  toes, 
holdii)g  in  this  position  four  beats. 


94 


THE   NEW   GYMNASTICS. 


Fig.  14. 


Fig.  15. 


THE   Ni:W    GYMNASTICS. 


95 


Fig.  16. 


No.  9.  —  Holding  the  dumb-bells  as  in  Fig.  15, 
twist  four  times  as  in  the  previous  twisting. 

For  the  attitude  charge  with  the  left  foot  diago- 
nally forward,  turning  the  face  over  the  shoulder, 
as  in  Fig.  16. 

No.  10.  —  With  the  left  arm  directly  upward,  palm 
ill  front,  right  arm  horizontal,  outward  at  the  side, 
palm  up^vard,  twist  dumb-bells  just  half  way  round, 
observing  great  precision. 

The  attitude  for  this  exercise,  which  should  occupy 
the  last  four  beats  of  tlie  measure  as  usual,  is  the 
mate  to  the  attitude  shown  in  Fig.  16. 

Xo.  11.  — Right  arm  held  perpendicular  over  the 


96 


THE   NEW   GYMNASTICS. 


shoulder,  palm  in  front,  the  left  arm  horizontal,  out- 
ward at  the  side,  Fig.  17,  twist  four  times. 


Fig.  17. 


Attitude,  charge  diagonally  backward  with  the 
left  foot  (Fig.  4),  hands,  on  the  sides,  but  look  over 
the  right  shoulder. 

No.  12.  —  Hold  tlie  dumb-bells  in  the  position 
represented  in  Fig.  18,  and  twist  four  times. 

The  attitude  is  the  mate  to  that  described  in 
No.  11. 


THE    Ni:\V    C.YMXASTICS. 


97 


Fisr.  18. 


SECOND   SERIES. 


No.  1. —Dumb-bells  upon  the  chest,  thrust  the 
left  hand  downward,  bring  back  to  the  chest,  thrust 
it  upward,  back  to  the  chest.  Now  the  right  hand 
the  same.     This  will  fill  four  beats. 

Attitude  seen  in  Fig.  20,  only  the  left  arm  is  be- 
hind. 

No.  2.  —  The  next  exercise  is  mostly  a  repetition 

of  the  last.     The   dumb-bells   upon    the    chest,  the 

left   hand  is  thrust  downward  and  the  right  hand 

upward  at  the  same  time ;  then   the  left  is  thrust 
5  o 


98 


THE   NEW   GYMNASTICS. 


upward  and  the  right  downward   (Fig.   19)  ;   then     1 
both  hands  are  thrust  downward  and  both  upward. 


L- 


n 


Fig.  19. 


The  attitude  is  the  mate  of  the  last  one,  and  is 
seen  in  Fig.  20. 

No.  3.  —  Dumb-bells  upon  the  chest,  thrust  the 
left  bell  directly  forward  once,  right  once  (Fig.  21), 
simultaneously  twice. 

Attitude.  —  Turn  suddenly,  facing  towards  the 
left,  charge  into  the  attitude  seen  in  Fig.  22. 

No.  4.  —  Holding  the  bells  directly  in  front, 
arms  straight,  horizontal  and  parallel,  twist  the  body 
without  altering  the  relation  between  the  arms  as 


THE   NKW   GYMNASTICS. 


99 


Fig.  20. 


Fig.  21. 


100 


THE   NEW   GYMNASTICS. 


Fisr.  22. 


far  to  the  left  as  you  can,  without  movmg  the  feet, 
on  the  unaccented  beat  brmg  them  in  front,  on 
the  next  accented  beat  carry  them  to  the  right  as 
far  as  you  can  turn,  on  the  unaccented,  back  to  the 
front,  and  so  continue  through  the  first  half  of  the 
measure. 

The  attitude  is  the  counterpart  of  the  last. 

No.  5.  —  Arms  horizontal  and  parallel  in  front. 
Swing  the  left  arm  vigorously  backward  over  the 
shoulder  without  bending  the  arm,  two  beats,  right 
the  same  (Fig.  23),  alternately  two  beats,  simul- 
taneously two  beats. 

No.  6.  —  Arms  held  as  in  Fig.  24,  left  and  right 
are  swung  up  alternately  to  the  perpendicular,  as 
seen  in  the  dotted  line  of  the  figure,  through  four 
beats ;  then  simultojieously  four  beats. 

No.  7.  —  Arms  in  the  horizontal  position  in  front, 


Till::   KEW    GYMNASTICS. 


101 


Fig.  23. 


i'ig.  24. 


102  THE   NEW   GYMNASTICS. 

swing  the  left  one  in  the  horizontal  plane  as  far 
round  behind  without  bending  the  elbow  as  pos- 
sible, two  beats,  right  arm  twice,  both  arms  alter- 
nately two  beats,  and  simultaneously  twice,  being 
careful  to  keep  in  the  horizontal  plane. 

No.  8. — In  the  next  exercise  you  turn  on  the 
feet  a  quarter  of  the  way  round,  facing  towards 
the  left  of  your  former  position.  Now,  beginning 
with  the  dumb-bells  on  the  chest,  thrust  the  left 
hand  directly  backward  and  the  right  hand  for- 
ward ;  then  the  right  backward  and  the  left  for- 
ward. Repeat,  occupying  four  beats.  The  atti- 
tude is  a  repetition  of  Fig.  22,  except  that  the 
charge  is  towards  the  end  of  the  hall,  where  the 
leader  stands. 

No.  9.  —  Face  in  the  direction  exactly  opposite 
that  in  which  you  stood  in  the  beginning  of  the 
last  exercise,  or  to  the  right  of  your  usual  posi- 
tion in  the  hall.  While  thus  standing,  turn  sud- 
denly to  the  left  without  moving  the  feet,  and 
thrust  the  dumb-bells  straight  upward.  Turn  now 
as  far  round  to  the  right  as  you  can  without  mov- 
ing the  feet,  and  thrust  directly  upward.  Repeat, 
filling  four  beats. 

Attitude  the  same  as  Fig.  22,  except  that  you 
charge  down  the  liall  away  from  the  leader. 

No.  10.  —  Pupil  upright,  arms  horizontal  and 
parallel  in  front,  bring  the  dumb-bells  forcibly  into 
the  position  seen  in  Fig.  25,  four  times. 


THE   Ni:W   GYMNASTICS. 


103 


Fig.  25. 


The   attitude   of  this  exercise   is   represented   in 


Fig.  26. 


Fig.  26. 


104 


THE   NEW    GYMNASTICS. 


THIRD    SERIES. 

No.  1.  —  Stamp  with  the  right  foot,  then  with  the 
left,  charge  into  the  position  seen  in  Fig.  27.  In 
tliis  attitude,  maintaining  the  same  position  of  the 
arms,  sink  downward  and  return  again  twice,  th\is 
occupying   half  the    strain.      Stamp   the   left,    then 


Fig.  27. 


the  right,  and  perform  the  same  on  the  right  side. 

No.  2.  —  Hands  by  the  sides,  bring  the  left  arm 
in  front  to  the  perpendicular  over  the  shoulder 
twice,  right  twice,  alternately  two  beats,  simul- 
taneously two  beats. 

No.  8. —  Stamp  the  right  foot,  then  stamp  the 
left,  and  charge  out  sideways  to  the  left,  rising  and 
sinking,  as  in  Fig.  28,  thus  occupying  half  a  strain. 


THE   ^'EW    GYMNASTICS. 


105 


Fig.  28. 


Then  stamp  the  left  foot,  the  right,  and  charge  to 
the  right  to  fill  up  the  other  half  of  the  strain. 

No.  4.  —  Dumb-bells  by  the  sides,  swing  the  left 
without  bending  the  elbow  to  the  perpendicular  over- 
head, then  the  right,  <fcc.,  <fcc.  Let  the  line  of  move- 
ment be  at  the  side  instead  of  in  front,  as  in  the  pre- 
vious exercise,  eight  beats. 

No.  5.  —  After  the  regular  stamping  the  pupil 
should  charge  in  the  manner  illustrated  in  Fig.  29. 
Fill  up  half  the  measure  on  one  side  and  half  on 
the  other  side. 

No.  6.  —  Begin  in  the  position  represented  in  the 
plain  black  lines  of  Fig.  30.  Now  make  a  grand 
circle  in  the  direction  seen  in  the  dotted  line  in  the 


106 


THE   KEW   GYMNASTICS. 


Fig.  29. 


/ 


f..- 


Fig.  30. 


THE   NEW    GYMNASTICS. 


107 


figure,  and  so  swing  from  side  to  side  through  eight 
beats. 

No.  7.  —  Taking  the  position  seen  in  Fig.  31,  but 
on  the  left  side,  thrust  alternately  and  simultane- 


Fig.  3L 


Fig.  32. 


108 


THE   NEW   GYMNASTICS. 


ously,  as  seen  in  Fig.  32,  through  the  whole  strain. 
Repeat,  charging  to  the  right. 


Fig.  33. 

No.  8.  —  Dumb-bells  in  front  of  the  chest  as  seen 
in  Fig.  33.  Now  draw  the  elbows  directly  backward 
in  a  horizontal  plane  through  a  whole  strain. 

No.  9.  —  Stamp  the  right  foot,  then  the  left,  then 
step  the  left  foot  diagonally  forward  a  short  step,  say 
one  foot,  at  the  same  time  swinging  up  the  arms  into 
the  position  seen  in  Fig.  34,  and  immediately  bring 
the  dumb-bells  down  to  the  position  seen  in  Fig.  35, 
then  into  tlic  position  seen  in  Fig.  36. 

No.  10.  —  Stamp  the  left  foot,  then  the  right,  and 
repeat  the  same  on  the  other  side. 

No.  11.  —  Stamp  the  right  foot,  then  the  left,  and 


THE   NEW   GYMNASTICS. 


109 


Fig.  34. 


Fig.  35. 


110 


THE   NEW   GYMNASTICS. 


Fig.  36. 


charge  a  long  step  to  the  left,  and  move  the  right 
arm,  as  seen  in  Fig.  37,  eight  beats.  The  same  on 
the  other  side. 


Fig.  37. 


No.  12.  —  Arms  horizontal  and  parallel  in  front, 
dumb-bells  perpendicular,  swing  in  the  horizontal 
plane  directly  backward  as  far  as  possible,  eight 
times.     (Fig.  38.) 


THE   NEW    GYMNASTICS. 


Ill 


Fig.  38. 


Fig.  39. 


112  THE   NEW    GYMNASTICS. 

No.  13.  —  Stamp  the  right  foot,  then  the  left,  then 
charge  diagonally  forward  with  the  left  foot,  at  the 
same  time  thrusting  the  bells  directly  upward,  left, 
right,  alternately,  simultaneously  (Fig.  39).  The  si- 
multaneous movement  is  seen  in  Fig.  40. 


Fig.  40. 


No.  14.  —  Dumb-bells  on  the  chest,  thrust  them 
directly  forward,  alternately,  through  a  whole  strain, 
as  was  done  in  Fig.  3,  Free  Gymnastics. 

No.  15.  —  Stamp  with  the  riglit  foot,  then  with 
the  left,  step  diagonally  backward  with  the  left 
foot  and  thrust  the  two  hands  upward  alternately, 
two  beats  (Fig.  41),  and  simultaneously,  as  in 
Fig.  42. 

No.  16.  —  The  same  on  the  other  side. 


THE  NEW   GYMNASTICS. 


113 


1. 

[1 
1 

i 

1 

\  I 

Fie.  41. 


Fig.  42. 


114 


THE  NEW   GYMNASTICS. 


FOURTH   SERIES. 

No.  1.  —  Holding  the  dumb-bells  on  the  chest, 
thrust  the  left  dumb-bell  out  sideways,  and  as  far 
back  of  the  sideways  line  as  convenient,  and  bring  it 
around  in  a  large  sweep,  keeping  it  however  in  the 
horizontal  plane,  and  bring  it  back  to  the  chest,  two 
beats,  the  right  arm  the  same,  two  beats,  alternately 
two  beats,  and  simultaneously  two  beats.     (Fig.  43.) 


Fig.  43. 


No.  2.  —  Holding  the  dumb-bells  by  the  side,  turn 
quickly  to  the  left  without  moving  the  feet,  and 
bring  the  dumb-bells  into  the  position  seen  in  Fig. 


THE   Xi:W    GYMNASTICS. 


115 


12.  Bring  down  to  the  sides  again,  turn  suddenly 
as  far  to  the  riglit  as  possilile  without  moving  the 
feet,  and  swing  the  dumb-bells  up  as  before ;  so  al- 
ternate through  a  whole  strain. 

No.  3. — Beginning  with  the  dumb-bells  upon  the 
chest,  sit  down  and  touch  the  floor  with  the  bells, 
as  seen  in  the  dotted  line  of  Fig.  44.  Then  return 
them  to  the  chest,  rise  to  the  tips  of  the  toes  and 
thrust  the  dumb-bells  as  high  as  possible,  and  alter- 
nate between  these  two  movements  though  a  whole 
strain. 


FiL'.  44. 


116 


THE   NEW   GYMNASTICS. 


No.  4.  —  Holding  the  dumb-bells  on  the  tops  of 
the  shoulders,  thrust  the  left  directly  out  at  the 
side  twice,  the  right  one  twice,  alternately  two 
beats,  simultaneously  two  beats.     (Fig.  45.) 


Fig.  45. 

No.  5.  —  Begin  with  the  dumb-bells  on  the  chest 
in  front,  thrust  horizontally  in  front,  carry  them  up 
so  as  to  bend  backward,  then  bring  them  down 
again  to  the  horizontal  in  front,  and  to  the  floor 
(Fig.  46),  eight  beats. 

No.  6.  —  Stamp  with  tlie  right  foot,  then  with  the 
loft,  then  charge  to  the  left  as  in  iha  dotted  lines 
of  Fig.  47,  a  whole  strain  on  the  left,  and  a  whole 
strain  on  the  right.  This  exercise  should  be  done 
with  great  deliberation,  charging  only  on  every  sec- 
ond accented  beat. 


THE   NEW   GVMXASTICS. 


117 


Fig.  46. 


Fig.  47. 


118 


THE   NEW    GYMNASTICS. 


No.  7.  —  Standing  in  the  position  seen  in  the  up- 
right figure  (Fig.  48),  stamp  three  times,  departing 
in  each  step  farther  and  farther  from  the  perpen- 
dicular until  on  the  third  stamp  you  reach  the  posi- 
tion seen  in  the  oblique  figure  of  Fig.  48.  This 
movement  is  done  only  on  the  accented  beats. 

Same  on  the  other  side. 


Fig.  48. 

No.  8.  —  Charge  at  a  single  step  into  the  posi- 
tion seen  in  the  oblique  figure,  (Fig.  48,)  and  rising, 
charge  at  once  on  the  other  side.  Thus  alternate 
through  a  whole  strain. 

No.  9.  —  Hands  on  the  chest,  thrust  the  left  hand 
directly  forward,  and  swing  it  in  the  horizontal  plane 


THE   NEW    GYMNASTICS.  119 

as  far  behind  as  possible,  a  half  strain.  Bring  it 
then  to  the  chest.  Thrust  the  right  hand  out  in 
front,  and  repeat  the  movement  to  the  end  of  the 
strain.     (Fig.  49.) 


Fi?.  49. 


Xo.  10.  —  Stamp  with  the  right  foot,  then  with 
the  left;  then,  charging  out  with  the  left  foot  side- 
ways, remain  there  and  swing  the  arm,  as  seen  in 
Fig.  50,  half  a  strain,  on  each  side. 

The  music  may  now  change  to  the  Anvil  chorus. 

No.  11.  —  The  pupil  takes  the  position  seen  in 
Fig.  51,  and  bringing  the  arm  which  is  over  the 
shoulder  throuorh  the  course  of  the  dotted  line 
above,  strikes  with  its  dumb-bell  the  bell  held  in 
the  other  hand,  driving  it  swiftly  through  the  course 
of    the    dotted   line   below.      Tlic    arms   have    now 


120 


THE   NEW   GYMNASTICS. 


/ 


¥1'.  f.O 


Fig.  51. 


THE   KEW    GYMNASTICS. 


121 


changed  their  position.  The  upper  dumb-bell  again 
strikes  the  dumb-bell  in  front,  driving  it  in  its  turn 
to  the  position  over  the  shoulder.  Having  struck 
the  dumb-bell  in  front  with  the  one  over  the  shoul- 
der  once   with   each    bell,  on  the    third-  movement 


Fig.  62. 

liit  the  dumb-bell  in  front  from  below,  the  strikins: 
boll  passing  through  the  line  represented  by  the 
dots  below.  Of  course  tlie  dumb-bell  in  front,  beino- 
tluis  struck,  will  reach  the  shoulder,  passing  through 
the  upper  dotted  line.     The  other  bell  the  same.* 

*  This  stroke  from  tlie  back  of  the  shoukler  was  devised  by  one 
of  the  graduates  of  our  Normal  School,  Mr.  R ,  of  Philadel- 
phia. 


122 


THE  NEW   GYMNASTICS. 


\ 


On  the  fifth  beat  step  diagonally  forward  with  the 
left  foot,  and  swing  the  dumb-bells  with  a  large 
sweep  up  at  the  sides,  hitting  them  together.  (Fig. 
52.)  Execute  this  movement  twice  on  each  side, 
thus  filling  'the  strain  of  music. 

No.  11.  —  Now  repeat  the  exercise  shown  in  Fig. 
51  during  the  first  half  of  the  strain  of  music,  and 
fill  the  last  half  of  the  strain  by  the  movement 
seen  in  Fig.  53. 


Fig.  53. 


No.  12.  —  Repeat  the  exercise  in  Fig.  51  four 
beats,  and  conclude  the  strain  of  music  by  the 
movements  shown  in  Figs.  54  and  55.     The  move- 


THE   NEW    GYMNASTICS. 


123 


Fi-.  5i. 


ments  shown  in  Figs.   54  and  55  should  be  alter- 
nated through  four  beats  to  finish  the  strain. 

No.  13.  —  Repeat  again  the  exercise  seen  in  Fig. 
51  through  half  the  strain,  and  close  it  by  the  ex- 
ercise shown  in  Fig.  50.  This  last  movement  oc- 
cupies two  beats  on  one  side  and  two  beats  on  the 
other. 


124  THE  NEW   GYMNASTICS. 


THE    RINGS. 


During  1860  I  thought  much  of  an  order  of  ex- 
ercises involving  a  new  philosophy,  —  exercises  of 
a  composite  nature. 

I  had  observed  that  all  movements  and  games  in 
which  two  persons  touched  or  assisted  each  otlier 
were  especially  interesting.  /  The  great  interest  of 
dancing  turns  upon  this  personal  contact.  I  fre- 
quently asked  myself,  "  Why  cannot  the  charm  of 
this  personal  magnetism  be  enjoyed  in  gymnastics  ? '  V 
This  thought  led  to  the  practice  of  joining  the 
pupils  in  couples.  They  joined,  for  example,  their 
right  hands,  and,  spreading  the  feet  to  make  a  firm 
base,  thrust  the  hands  alternately  backward  and 
forward,  then  the  left  bands,  and  then  the  two  al- 
ternately and  simultaneously.  These  and  various 
other  movements  with  the  joined  hands  were  de- 
vised and  used  for  many  weeks.  But  the  hands, 
soon  becoming  moist  from  perspiration,  were  apt 
to  slip,  and  if  a  lady  and  gentleman  were  exer- 
cising together,  his  efforts  to  prevent  the  slipping 
would   frequently   hurt   her   hand.      Besides,   there 


THE    NEW    GYMNASTICS.  125 

was  little  freedom  of  motion,  because  of  the  dan- 
ger of  losing  the  hold. 

It  occurred  to  me  one  diiy  to  join  the  hands  by 
some  artificial  means.  At  first  we  procured  sim- 
ple handles,  such  as  are  seen  upon  an  old-fasliioned 
wash-tub,  and  joining  two  of  them  by  a  wire  link, 
placed  them  in  the  hands  of  the  pupils.  We  named 
them  "  double-handles,"  and  used  them  for  several 
weeks.  But  it  was  observed  that  when  one  person 
was  pulling  and  the  other  pushing,  if  the  pushing 
movement  were  the  stronger,  the  pusher's  handle 
would  frequently  double  upon  its  mate  and  bruise 
the  knuckles.  Besides,  there  was  no  firmness  or 
certainty  in  the  side  motions. 

For  some  time  we  could  think  of  no  means  of  cor- 
recting this  evil,  and  at  length  made  the  mistake  of 
abandoning  the  near  connection  of  the  pupils  and 
placing  between  the  handles  a  rope  two  feet  long, 
giving  up  the  idea  of  pushing  and  side  movements 
for  the  advantages  of  free  pulling.  It  was  indeed  a 
capital  way  of  exercising  the  flexor  muscles.*  We 
were  not  unmindful  of  the  loss  to  the  extensor  mus- 
cles. We  had  hoped  in  these  composite  exercises 
to  secure  to  the  extensor  muscles  the  great  advan- 
tage of  pushing  in  all  possible  directions,  —  the 
great   desideratum   in   physical   training.      Tlie   in- 

*  I  have  even  now  an  immense  quantity  of  these  handled  ropes  in 


126  THE   NEW   GYMNASTICS. 

genious  reader  will  be  astonished  that  the  ring  was 
not  thought  of  at  first.  It  seems  to  me  that  anoth- 
er person  would  have  thought  of  it  at  once. 

It  was  six  months  after  we  began  to  experiment  in 
the  new  order  of  exercises  before  the  thought  of 
the  ring  occurred  to  us,  and  even  then  only  by  the 
merest  accident.  At  first  a  hard  rubber  ring  was 
suggested.  We  visited  a  rubber  store  and  found 
such  an  article  could  be  made,  but  learned  the  cost 
would  be  a  dollar  and  a  quarter  each.  "We  kuew 
this  piece  of  apparatus  should  be  used  in  immense 
numbers  if  it  proved  a  success,  and  that  such  a 
price  would  prevent  its  general  introduction.  I 
mentioned  the  subject  to  my  friend  Tucker,  the 
turner,  who  at  once  said,  "  Why  not  let  me  make 
some  of  wood  ?  "  I  was  so  little  acquainted  with 
the  mysteries  of  turning  I  did  not  know  that  rings 
could  be  turned  from  wood.  My  friend  went  to 
his  shop,  and  within  an  hour  returned  with  a  ring. 
He  asked,  "  How  many  shall  I  turn  ?  "  In  the  first 
enthusiasm  I  replied,  "  You  may  make  a  million  to 
begin  with."  He  concluded,  however,  to  begin 
with  a  hundred.  I  clearly  foresaw  that  the  Gym- 
nastic King  would  become  a  universal  and  most  pop- 
ular means  of  physical  training.  For  six  months 
the  rings  were  made  of  one  piece  of  wood,  but 
they  frequently  broke,  and  the  triple  ring,  as  it  is 
now   named,  was    devised.     This   has   given,  I   be- 


THE  NEW   GYMNASTICS.  127 

lieve,  perfect  satisfaction.  It  has  now  been  exten- 
sively used  for  more  than  six  years.  Many  hun- 
dred thousands  of  them  are  in  active  service  to-day. 
'  This  Gymnastic  Ring  is  the  moet  important  con- 
tribution which  I  ]:ave  been  permitted  to  make  to 
the  cause  of  physical  training.  So  imjDortant  do 
I  deem  it,  so  hirge  a  part  am  I  confident  it  is  to 
play  in  the  physical  training  of  the  future,  that  I 
ask  no  greater  honor  in  the  history  of  American 
education  than  an  association  of  my  name  with 
the  Gymnastic  Ring.     / 

During  no  period  of  my  labors  in  the  gymnastic 
field,  have  I  been  so  deeply  interested  as  during 
the  year  or  two  in  which  the  exercises  of  the  ring 
were  being  invented  and  arranged. 

These  exercises  may  justly  claim  advantages  over 
all  other  possible  means  of  general  muscular  train- 
ing. The  dumb-bell  is  not  to  be  compared  with  it. 
When  one  is  exercising  alone,  his  own  body  being 
the  centre  and  fulcrum  of  motion,  the  width  and 
scope  of  the  movements  are  trifling  compared  with 
those  in  which  the  hands  encounter  the  varied  re- 
sistance met  in  the  ring  exercises.  In  this  case,  not 
the  resistance  of  a  dead  club,  dumb-bell,  or  bar, 
which  never  changes,  but  the  resistance  of  a  living 
man,  constantly  varied,  thereby  securing  an  almost 
infinite  variety  of  wide,  free,  and  vigorous  move- 
ments.    Take,  for  example,  a  single  thrust  forward 


128  THE   NEW   GYMNASTICS. 

with  one  hand.  If  the  gymnast  perform  this  move- 
ment alone  with  his  naked  hand,  or  with  a  dumb- 
hell,  the  variety  and  force  of  motion  will  be  limited ; 
besides,  the  action  of  the  extensor  muscles,  which 
so  urgently  demand  our  attention,  is  slight.  But 
suppose  that  in  the  hand  is  a  ring,  and  on  the  other 
side  of  the  ring  is  the  hand  of  another  living  man, 
who,  when  your  hand  is  thrust  forward  resists  that 
thrust.  His  resistance  is  never  twice  alike,  it  con- 
stantly changes  both  as  to  the  amount  and  the  line 
or  direction.  Whoever  will  reflect  upon  this  for 
one  moment  will  see  that  the  thrust  forward  with 
the  ring  is  much  more  valuable  than  a  thrust  with 
the  naked  hand,  or  with  a  dumb-bell.  What  is 
true  in  regard  to  this  simple  movement  is  true  of 
every  other  possible  movement,  and  it  may  be  just- 
ly added,  that  the  advantage  in  the  case  of  the  ring 
is  still  many  times  greater  in  all  sideways  and  ob- 
lique movements.  From  our  series  of  exercises 
with  the  rings  it  is  not  diflficult  to  select  a  single' 
one  which  involves  greater  and  more  profitable  va- 
riety of  muscular  training  than  is  found  in  any  ten 
exercises  with  the  dumb-bell  or  wand. 

I  must  not  foro-et  to  mention  in  this  connec- 
tion,  that  the  two  Hamblin  brothers,  Lawrence  and 
Edward,  who  were  with  me  for  a  long  time  as  as- 
sistant teachers,  made  important  contributions  to 
tlie   ring  exercises.     I  offered  a   reward   for   every 


THE   NEW    GY.MXASTICS.  129 

new  movement  that  should  be  adopted.  Wlien  a 
graceful  and  physiological  movement  was  devised  I 
took  occasion  to  mention  it  publicly  with  all  honor 
to  the  inventor.  This  elicited  the  greatest  enthu- 
siasm ill  the  corps,  which,  with  my  own  intense 
and  almost  sleepless  interest,  resulted,  in  the  course 
of  a  year  and  a  half,  in  the  development  of  the  pres- 
ent system  of  exercises.  Very  few  changes  have  since 
been  made.  I  presume  that  during  the  time  we 
were  devising  these  exercises  three  hundred  move- 
ments were  brought  forward  and  rejected.  The  pres- 
ent series  —  that  which  will  be  given  in  the  follow- 
ing cuts  and  descriptions  —  comprises  those  which  in 
my  judgment  are  best  calculated  to  develop  har- 
moniously the  average  American.  The  exercises 
are  adapted  to  the  training  of  those  muscles  which 
in  the  average  round-shouldered  American  youth 
most  need  development. 


THE   RING   EXERCISES. 

No.  1.  —  Standing  in  the  position  represented  in 
Fig.  1,  and  placing  the  right  toe  against  the  right 
toe  of  your  partner,  and  the  left  foot  at  right  angles 
with  the  right  foot,  as  seen  in  the  figure,  pull  hard 
and  twist  the  right  arm  from  riglit  to  left,  keeping 
time   to   the   music.     Be  careful  in  this,  as  in  all 

6*  I 


130 


THE   NEW   GYMNASTICS. 


Fig.  1. 


Fig.  2. 


THE  NEW   GYMNASTICS. 


131 


other  exercises  witli  the  rings,  to  draw  the  shoul- 
ders well  back  and  keep  the  head  erect. 

No.  2.  —  Same  as  the  last,  but  using  the  left 
hand  with  the  left  foot  forward. 

No.  3.  —  Join  both  hands  and  place  the  right  toe 
against  your  partner's  right,  as  in  Fig.  1,  being  sure 
to  keep  the  foot  behind  at  right  angles  with  the  one 
in  front.     Twist  the  rings  througli  the  strain. 

No.  4.  —  Same  as  the  last,  except  with  the  left 
foot  forward.     (Fig.  2.) 


Fig.  3. 


No.  5.  —  Without  letting  go  the  rings,  turn  back 
to  back,  place  the  outside  of  the  left  foot  against 
the  same  of  your  partner,  and  turn  the  rings  through 
the  strain.     Keep  tirne  jn  all  the  changes. 


132 


THE  NEW  GYMNASTICS. 


No.  6.  —  Same  as  the  last,  but  with  the  right  foot 
behmd.     (Fig.  3.) 

No.  7.  —  Tarn  face  to  face,  raise  the  hands  as 
high  as  you  can  over  the  head,  and,  standing  about 
two  feet  apart,  bring  the  rings  down  to  the  floor 
without  bending  the  knees,  as  represented  in  Fig. 
4.     In  the  performance  of  this  you  must  not  bend 


Fig.  4. 

the   elbows,  which  you  can  avoid  by  carrying  the 
rings  outward  at  each  side,  eight  beats. 

No.  8.  —  Standing  as  in  the  last  exercise,  place 
the  rings  in  the  position  seen  in  Fig.  5.  As  the 
arms  on  one  side  rise  the  arms  on  the  other  fall. 


THE   NEW    GYMNASTICS. 


133 


Fig.  5. 


Fig.  6. 


134 


THE   NEW   GYMNASTICS. 


keeping  time  to  the  music  through  four  beats.  The 
last  four  beats  the  two  rings  are  carried  up  and 
down  simultaneously. 

No.  9.  —  Back  to  back,  as  seen  in  Fig.  6,  thrust 
the  rings  up  with  great  force  as  in  Fig.  7,  then 
back  to  the  shoulders,  and  then  thrust  out  at  the 
sides,  as  in  Fig.  8,  then  downward  as  in  Fig.  9. 
Repeat  to  the  end  of  the  strain. 


Fig.  7. 


No.  10.  —  The  last  three  movements  consecutive- 
ly, through  a  strain  of  music. 


THE  m:w  gymnastics. 


135 


Fig.  8. 


Fig.  9. 


136 


THE   NEW    GYMNASTICS. 


No.  11.  —  Take  the  position  seen  in  Fig.  10,  the 
inside  of  your  right  foot  to  the  inside  of  your  part- 
ner's right,  draw  your  left  hand  as  far  back  past 
your  left  side  as  possible,  drawing  your  partner's 
right  hand  after  it,  and  so  continue  to  alternate.  Do 
this  strongly.  Push  your  hand  past  your  partner's 
side  as  far  as  possible,  at  the  same  time  pulling  his 
as  far  past  yours  as  possible. 


Fig.  10. 

No.  12.  —  Same  as  the  last,  except  the  left  foot 
forward.  Be  sure  in  this  as  in  all  others  that  your 
feet  are  at  right  angles. 

No.  13.  —  Same  as  the  last,  except  the  feet  move 
with  the  hands.  When  the  right  hand  is  thrust  for- 
ward the  right  foot  goes  also,  and  with  the  left  hand 


THE   NEW    GYMNASTICS. 


137 


the  left  foot.     The  value  of  this  exercise  is  deter- 
mined by  tlie  length  of  the  step. 

No.  14.  —  Back  to  back,  touching  each  other's 
heels,  as  seen  in  Fig.  11,  each  takes  a  long  step 
diagonally  forward  with  the  right  foot  as  represent- 
ed by  the  dotted  lines  of  the  figure,  then  the  left 
and  so  on  to  the  end  of  the  strain. 


;:;;. ^.j. 


c-.'-'--'::-'' 


\    '.k 


Fig.  11. 


;.,7-=-x^ 


No.  15.  —  Both  of  the  performers  stand  in  the 
position  of  the  upright  one  in  Fig.  12.  One  sinks 
down  as  seen  in  the  other  figure  of  Fig.  12,  and,  ris- 
ing on  the  unaccented  beat  to  the  upright  position, 
he  is  followed  by  his  partner  in  the  same  sinking 
movement.  Thus  they  alternate  througli  a  strain 
of  music.     Same  with  the  other  foot  forward. 


us 


THE  NEW   GYMNASTICS. 


Fig.  12. 


No.  16.  —  Same  as  the  last,  but  with  a  change  of 
feet. 

No.  17.  —  Back  to  back,  charge  up  the  hall  as 
seen  m  Fig.  13,  at  the  same  time  raising  the  hands 
on  the  same  side  as  high  as  you  can.  Then  return- 
ing to  the  upright  position,  hands  by  the  sides, 
charge  down  the  hall  in  the  same  manner.  This 
should  be  done  through  half  the  strain.  Continue 
to  charge  sideways  as  before,  only  in  opposite  direc- 
tions, as  represented  in  Fig.  14,  to  the  end  of  the 
strain. 

No.  18. — Turn  face  to  face,  and,  standing  very 
near  your  partner,  charge  up  the  hall  as  in  the  last 


THE   Ni:W    GYMNASTICS. 


139 


Fig.  13. 


Fig.  U- 


140 


THE  NEW   GYMNASTICS. 


exercise,  and  as  seen  in  Fig.  15,  then  down  the  hall 
through  half  a  strain,  then  move  as  seen  in  Fig. 
16  to  the  end  of  the  strain. 


Fig.  15. 

No.  19.  —  Turn  back  to  back,  and,  standing  eigh- 
teen inches  apart,  swing  up  the  arms  alternately,  as 
seen  in  Fig.  17,  through  half  the  strain  ;  then  si- 
multaneously to  the  end  of  the  strain. 

No.  20.  —  Face  to  face,  standing  the  length  of 
the  arms  apart,  as  seen  in  Fig.  18,  charge  with  the 
riglit  foot  to  the  outside  of  your  partner's  right 
foot  through  the  strain.  In  this  exercise  the  hands 
are  to  go  upward  when  the  foot  charges  forward, 
without  bending  the  arms. 


THE   ^1^^V    GYMNASriCS. 


141 


Fig.  17. 


142 


THE   NEW   GYMNASTICS. 


No.  21.  —  Then  repeat,  except  jou  join  the  left 
hands  and  charge  with  your  left'  foot.  .  I 


Fig.  18. 


No.  22.  —  Join  both  hands  and  stand  in  the  posi- 
tion seen  in  Fig.  19.  Now  charge  diagonally  for- 
ward with  the  right  foot,  then  the  left,  and  so  con- 
tinue to  alternate  to  the  end  of  the  strain.  Let 
the  step  be  a  long  one,  withput  bending  the  leg 
which  is  left  behind.  In  this  exercise  as  in  the  pre- 
vious one,-  the  arms  go  upward,  and  the  elbows  « 
nuist  not  be  bent. 

No.  23.  —  Stand  back  to  back,  place  the  outside 
of  your  left  foot  against  the  outside  of  your  part- 
ner's  left  foot,  and  then   charge   forward  iilto  the 


THE  HEW   GYiMiNASTICS. 


143 


Fig.  19. 


Fig.  20. 


position   seen    in  the   black   lines   of  Fig.   20.     On 
the  unaccented  beats  sway  backward  and"  touch  the 


144  THE   NEW    gymnastics: 

slioulders,  or  what  is  perhaps  better,  do  not  quite 
touch  them.  Let  this  exercise  fill  one  strain  of 
music. 

No.  24.  —  Change  your  feet  and  repeat  through 
an  entire  strain. 

No.  25.  —  Stand  face  to  face,  close  togetlier,  arms 
down  by  the  sides,  swing  up  the  arms  on  one  side 
vigorously  to  the  perpendicular  over  your  heads, 
tlien  the  arms  on  the  other  side,  and  so  continue  to 
alternate  through  a  strain  of  music.  This  should 
be  done  without  bending  the  elbows,  and  when  the 
arms  are  swung  up  on  one  side,  the  heads  of  the 
two  pupils  should  be  so  near  together  that  their 
faces  can  be  distinctly  seen  by  a  person  standing 
on  that  side. 

No.  26. — Turn  back  to  back,  arms  hanging  by 
the  sides,  carry  the  arms  on  one  side  over  the  head 
and  down  on  the  other  side  of  your  bodies  as  far 
as  they  can  reach,  on  the  accented  beat.  Now 
bring  them  back  on  the  unaccented  beat.  Then 
carry  the  arms  of  the  other  side  over  on  the  ac- 
cented beat  and  bring  them  back  on  the  unaccent- 
ed beat,  and  so  continue  to  alternate  four  beats. 
Now,  during  the  remaining  four  beats  of  the  meas- 
ure, carry  all  the  four  hands  in  a  knot  over  the  head 
backward  and  forward,  and  let  the  last  movement 
be  only  on  the  accented  beat.     (Fig.  21.) 

No.  27.  —  Closing  the  last  exercise  back  to  back, 


THE    NEW    GYMNASTICS. 


Ui 


begin  tlic  next  one  by  turning  face  to  face.  Now 
turn  again  back  to  back,  then  face  to  face,  now 
back  to  back,  and  so  continue  through  a  stram. 


Fi-.  21. 


No.  28.  —  Stand  back  to  back,  the  shoulders 
touching  each  other.  Draw  your  partner's  left 
arm  directly  under  your  right  arm  by  thrusting 
your  arm  straight  forward,  at  the  same  moment 
he  draws  your  left  arm  under  his  right  arm.  Now, 
on  the  next  beat,  draw  your  partner's  right  arm  un- 
der your  left,  he  does  the  same,  and  so  you  alter- 
nate througli  a  strain  of  music.     (Fig.  22.) 

No.  29.  —  Face  to  face,  join  the  right  hands,  tlie 
distance  apart  should  be  the  length  of  two  arms, 
push  them  exactly  sideways  in  a  horizontal  plane 
as  far  as  you  can  reach  on  the  accented  beat.     Now 

7  J 


146 


THE  NEW   GYMNASTICS. 


Fig.  22. 


bring  them  to  a  straight  line  between  you  on  the 
unaccented  beat,  then  on  the  next  accented  beat 
push  in  the  other  direction,  and  so  continue  through 
a  strain.     (Fig.  23.) 

No.  30.  —  Same,  joining  the  other  hands. 

No.  31.  —  Now  join  again  the  riglit  hands,  same 
distance  apart,  and  push  directly  upward,  down  to 
the  horizontal,  then  down  near  the  floor,  up  to  the 
horizontal,  again  upward  as  far  as  you  can  push 
through  a  strain  of  music.     (Fig.  24.) 

No.  32.  —  Change  the  hands  and  repeat  the  same 
with  the  left  hand. 

No.  33.  —  Back  to  back,  outside  of  your  left  foot 
against  the  outside  of  your  partner's  left  foot. 
Charge  the  right  foot  forward,  hold  the  hands  as 
high   over   the  head  as  possible,  and  in   this   posi- 


THE   JsEW    GYMNASTICS. 


147 


Fig.  23. 


Fig.  24. 


148 


THE   NEW    GYMNASTICS. 


tion  sway  forward  on  the  accented  beat,  and  make 
as  large  an  arch  as  possible.  Eight  beats.  (Fig. 
25.) 


I'lg.  2b. 


No.  34.  —  Now  another  strain  of  music  for  the 
exercise,  with  the  right  foot  behind. 

No.  85.  —  Join  the  right  hands,  standing  as  far 
apart  as  the  length  of  the  two  arms,  with  your 
face  towards  one  end  of  the  hall  and  your  part- 
ner's towards  the  other.  Now,  step  straight  for- 
ward with  the  left  foot  through  four  beats.  Then 
reverse  without  loss  of  time  and  repeat  with  the 
other  hands.     (Fig.  26.) 

No.  36.  —  Back  to  back,  standing  about  a  foot 
and   a   half  apart,  push   with   the   four   hands   up- 


THE   ^KW    GYMNASTICS. 


149 


Fis.  26. 


Fig.  27. 


ward  as  fiir  as  possil)le.  Now  draw  them  down  be- 
tween your  lieads  forcibly  througli  one  strain  of 
music.     (Fig.  27.)  '  ^ 


150 


THE  NEW   GYJMNASTICS. 


No.  37.  —  Face  to  face,  left  foot  forward  inside 
your  partner's  left  foot.  You  push  your  partner 
and  he  pushes  you  in  alternation  as  represented 
in  Fig.  28,  through  one  strain  of  music. 


Fig.  28. 


No.  38.  — Repeat  with  a  change  of  feet. 

No.  39.. —  Face  to  face,  standing  two  feet  apart, 
step  with  your  right  foot  forward  on  your  part- 
ner's right  side,  who  does  the  same  with  his  right 
foot  on  your  right  side,  with  the  arms  quite  per- 
pendicular. Now  step  with  your  left  foot  across  on 
your  partner's  left  side,  who  steps  with  his  left 
foot  across  on  your  left  side.  Alternate  through 
one  strain  of  music.     (Fig.  29.) 


THE  x\EW   GYilNASTICS. 


151 


Fig.  29. 


152  THE  NEW   GYMNASTICS. 


THE    WAND. 


If  you  have  studied  a  picture  of  the  muscles  of 
the  shoulders  and  chest,  you  have  observed  a  curi- 
ous disposition  in  their  arrangement.  They  di- 
verge from  the  shoulder  joint  in  all  directions  like 
a  fan. 

Control  over  the  vital  organs  within  turns  upon 
the  muscles  without,  and  the  exercise  of  these  chest 
muscles  turns  upon  the  play  at  the  shoulder  joint. 
Therefore,  a  great  point  in  training  the  muscles  of 
the  upper  half  of  the  body  is  to  secure  freedom 
of  motion  at  the  shoulder  joint.  Everything  de- 
pends upon  this. 

The  Wand  is  an  admirable  means  to  this  end. 
"With  it  we  may  fix  the  hands  four  feet  apart,  and, 
thus  fixed,  we  may  reacli  by  a  great  variety  of  move- 
ments a  wonderful  freedom  in  the  shoulder  joint. 

Professor  Langdon,  an  English  gentleman  now 
residing  in  New  York,  devised  a  system  of  beau- 
tiful and  valuable  exercises  with  the  wand.  I  wit- 
nessed some  of  his  training  in  a  young  ladies' 
seminary  with  lively  interest.  I  think,  however, 
his  exercises  were  not  physiologically  discriminat- 
ing  in  reference  to  the  muscles  most  needing   at- 


THE   NEW    GYMNASTICS.  153 

tention.  Our  drooping  shoulders  were  not  suffi- 
ciently recognized,  but  the  great  value  of  the  wand 
as  a  means  of  general  muscle  training,  and  more 
especially  as  a  means  of  securing  a  free  movement 
in  the  shoulder  joint,  was  abundantly  illustrated. 
Prof.  Langdon's  exercises  were  not  adapted  to  mu- 
sic. I  think  he  made  no  attempt  in  this  direction. 
The  sixty-four  movements  with  the  wand  devised 
and  taught  by  myself  are  all  adapted  to  music,  and 
in  great  part  aimed  at  those  muscles  whose  weak- 
ness permits  drooping  shoulders. 


EXERCISES   WITH   THE   WANDS. 

No.  1.  —  At  a  signal  from  the  piano  (a  single 
touch  of  the  keys),  the  wand  is  thrust  out  in  front 
with  straight  arms  in  a  horizontal  position.  Thus 
held  in  full  view  of  the  pupil,  he  divides  it  with 
his  hands  into  three  equal  parts.  At  another  sig- 
nal the  wand  is  brought  back  to  rest  against  the 
person,  the  arms  hanging. 

No.  2.  —  From  the  position  represented  in  Fig. 
1,  carry  the  wand  to  the  highest  stretch  upward, 
and  bring  it  back  to  the  position  seen  in  Fig.  1 
four  times. 

No.  3.  —  The  wand  held  aloft  over  the  head 
should  be  brouglit  down  to  the  floor  without  bend- 
ing  the   elbows   or   knees,   four   times.      This   fills 

7* 


154 


THE   NEW   GYMNASTICS. 


Fig.  1. 


Fig.  2. 


half  the  stram.  The  other  half  is  filled  by  draw- 
ing the  wand  from  the  highest  position  over  the 
head  to  the  position  seen  in  Fig.  2,  four  times. 


THE   NEW   GYMNASTICS. 


155 


No.  4.  —  From  tlic  highest  position  over  the  head, 
draw  the  wand  to  that  seen  in  Fig.  2,  and  to  the 
chin  in  front,  alternately  eight  beats. 


Fi?.  3. 


No.  5.  —  Ending  the  last  exercise  with  the  wand 
held  aloft,  begin  No.  5  by  slipping  the  left  hand 
to  its  end  of  the  wand.  On  the  next  beat  slip  the 
right  hand  to  its  end  of  the  wand,  so  that  the  wand 
will  then  be  held  in  the  position  seen  in  Fig.  3. 
From  this  position  carry  it  down  to  the  position 
seen  in  Fig.  -1  to  the  end  of  the  strain. 

No.  6. — Execute  the  last  exercise  in  alternation 
with  the  corresponding  one  on  the  front  of  the 
body.     Eight  beats. 

No.  7.  —  Beginning  with  the  position  seen  in  Fig. 


156 


THE  NEW   GYMNASTICS. 


Fig.  4. 


Fis.  5. 


THE   NEW    GYMNASTICS. 


157 


3,  carry  the   wand   from   side  to  side   eight   times. 
(Fig.  5.) 

Xo.  8.  —  Bring  the  end  of  the  wand  down  to  the 
floor  by  the  feet,  the  wand  being  seized  by  the  left 
hand  at  its  upper  end.  Keeping  the  wand  perpen- 
dicular, carry  it  out  at  arm's  length  diagonally  to 
the   left  in  front,  and  strike  the   floor.     Now   step 


Fie.  6. 


158  THE  NEW   GYMNASTICS. 

as  in  Fig.  6  to  the  end  of  the  strain,  being  careful 
not  to  bend  the  leg  left  behind.  Repeat  precise- 
ly the  same  exercise  on  the  other  side. 

No.  9.  —  Bring  the  wand  to  the  perpendicular 
near  your,  feet,  strike  the  floor,  and,  reaching  out 
as  far  as  you  can,  keep  the  wand  perpendicular, 
and  strike  on  the  floor  as  in  Fig.  6,  but  at  least  a 
foot  farther.  (Fig.  7.)  Remain  during  the  res- 
idue of  the  strain  in  this  position  without  moving 
the  feet  from  the  floor,  and  rise  and  sink,  making 
as  much  motion  with  the  hips  backward  and  for- 
ward as  is  possible  without  disturbing  the  upright 
position  of  the  wand.  The  arm  with  which  the  wand 
is  held  should  be  kept  perfectly  straight,  though  I 
observe  the  artist  has  represented  it  bent.  Repeat 
the  same  movement  with  the  other  leg  and  arm. 

No.  10.  — At  the  end  of  the  last  exercise  rise  to 
the  perpendicular  with  the  wand  in  the  position 
seen  in  Fig.  8.  Now  thrust  the  hands  directly 
forward  to  the  full  length  of  the  arms,  and  draw 
them  back  to  the  position  seen  in  the  figure, 
through  the  strain.  During  this  exercise  keep  the 
wand   as  nearly  perpendicular  as  possible. 

No.  11. — From  the  last  exercise  pass  at  once  to 
the  position  represented  in  Fig.  9.  In  this  exer- 
cise you  simply  change  the  wand  from  the  posi- 
tion seen  in  Fig.  9  to  the  same  position  on  the 
other   side    of  the  body,  and  in   passing   from   one 


THE   NEW    GYMNASTICS. 


159 


Fig.  8. 


Fig.  9. 


160 


THE  NEW   GYMNASTICS. 


side   to   the   other   yoii  raise   the   arms   straight  to 
the  horizontal  position  in  front. 

No.  12.  —  At  the  conclusion  of  the  strain  of  mnsic 
in  the  last  exercise,  bring  the  hands  to  the  chest 
as  in  Fig.  8,  and  from  this  position  thrust  the 
wand  into  the  position  seen  in  Fig.  10,  and  alter- 
nate between  one  side  and  the  other  through  a 
strain. 


Fig.  10. 


No.  13.  —  Charge  diagonally  forward  with  the  left 
and  right  foot  alternately,  with  the  wand  in  the  posi- 
tion seen  in  Fig.  11. 

No.  14.  —  Step  diagonally  backward  on  the  left 
and  right  side  alternately,   as  in   Fig.    12. 
beats. 


Eight 


THE  NEW   GYMNASTICS. 


10)1 


Fig.  11. 


Fig.  12 


162 


THE   NEW   GYMNASTICS. 


No.  15.  —  Take  the  position  seen  in  Fig.  13  and 
reverse  the  ends  of  wand  through  the  strain,  mov- 
ing only  on  the  accented  beats. 


Fig.  13. 

No.  16.  —  At  the  end  of  the  last  strain  turn  sud- 
denly to  the  left,  and,  holding  the  wand  as  shown 
in  Fig.  14,  move  it  on  the  accented  beats  into  the 
position  seen  in  the  dotted  lines  of  Fig.  14.  One 
strain  on  the  left,  one  strain  on  the  right,  and  one 
strain  alternately. 

No.  17.  —  Standing  upright,  with  one  end  of  the 
wand  resting  on  the  floor  in  front  of  the  feet, 
strike  the  wand  there,  then  strike  the  wand  at 
arm's  length  in  front,  then,  allowing  the  right  foot 
to  remain  at  rest,  step  forward  with  the  left  foot 


THE  NEW   GYMNASTICS. 


163 


to  where  the  wand  rests  on  the  floor,  then  back  to 
the  first   position,  four  beats,  and  four  beats  with 


the  right  hand  and  foot. 


Fig.  14. 

No.  18.  —  Keeping  the  same  position  as  in  the 
last,  step  backward  as  far  as  the  left  foot  can  reach, 
four  beats,  then  four  beats  with  the  right  foot.  Left 
foot  and  hand  go  together.     Right  foot  and  hand. 

No.  19.  —  Still  maintaining  the  same  position, 
carry  the  left  foot  forward  to  where  the  wand  rests 
upon  the  floor,  and  then  backward  as  far  as  you 
can  reach  with  it,  making  a  very  long  stride  with 
one  foot,  the  other  foot  remaining  at  rest,  four 
beats.  Same  with  the  other  foot  and  hand  four 
beats. 


164 


THE  NEW   GYMNASTICS. 


No.  20.  —  Now  put  both  hands  upon  the  top  end  of 
the  wand  and  make  a  long  stride,  with  the  two  feet 
passing  backward  and  forward  alternately.     Fig.  15. 


Fig.  15. 


No.  21.  —  From  the  last  exercise  come  at  once 
mto  the  position  seen  in  Fig.  16.  Change  the  wand 
from  the  position  seen  in  the  figure  to  a  similar 
position  on  the  other  shoulder,  of  course  reversing 
the  hands,  so  that  the  left  hand  will  be  up  on  one 
side,  and  the  right  hand  up  on  the  other.  In  other 
words,  the  right  arm  is  down  when  the  wand  is 
on  the  right  shoulder,  and  the  left  arm  down  when 
the  wand  is  on  the  left  shoulder. 

This  change,  which  must  be  accomplished  with- 
out bending  the  elbows,  and  which  is  a  most  beauti- 
ful and  profitable  exercise  if  well  done,  goes  through 
four  beats.  Immediately  you  change  to  exactly  the 
same  position  on  the  back  of  the  shoulders,  and  re- 


THE    >;KW    gymnastics. 


165 


Fig.  16. 


repeat  precisely  the  same  movement,  during  four 
beats.  There  is  not  a  better  exercise  in  the  whole 
wand  series  than  this  one. 

No.  22.  —  Beginning  with  the  wand  exactly  as 
in  Fig.  16,  on  the  left  side  of  the  chest  in  front, 
change  the  wand  to  the  right  shoulder  as  before  ; 
from  that  carry  it  to  the  back  side  of  the  right 
shoulder,  and  now  to  the  back  side  of  the  left 
shoulder,  and  now  to  tlie  front  side  of  the  left 
shoulder,  and  then  pass  right  back  again  from  this 
movement  till  you  arrive  again  at  the  position  seen 
in  Fig.  16. 

No.    23.  —  From   the    position    seen   in   Fig.    16, 


166 


THE   NEW    GYMNASTICS. 


carry  the  wand  to  the  back  side  of  the  right  shoul- 
der, and  alternate  between  that  and  the  position 
seen  in  Fig.  16,  during  half  a  strain.  The  ot4ier 
half  of  the  strain,  alternate  between  the  front  side 
of  the  right  shoulder  and  the  back  side  of  the  left 
shoulder.  These  last  three  exercises  should  be  care- 
fully studied  until  they  can  be  well  done,  for  they  are 
very  excellent  in  their  influence  upon  the  chest. 

No.  24.  —  Turn  the  body  to  the  left,  put  the 
wand  out  at  arm's  length  in  front,  being  sure  that 
the  wand  itself  is  perpendicular,  and,  using  the 
right  hand,  step  exactly  sideways  with  the  right 
foot,  simultaneously  wdth  the  placing  of  the  wand 
upon  the  floor.     Now  step  directly  backward  as  in 


F,g.  17. 


Fig.  17,  then  across  behind  the  other  foot,  Fig. 
18,  then  in  front.  Fig.  19.  Now  repeat  the  same 
with  the  other  foot  and  arm. 


THE   NEW   GYMNASTICS. 


167 


Fig.  18. 


No.   25.  —  Alternate   between   these   two,  chang- 
ing the  hand  and  foot  every  movement. 


FiK    19. 


No.  26.  —  At  the  close  of  the  last  exercise  come 


168 


THE   NEW   GYMNASTICS. 


at  once  into  the  position  seen  in  Fig.  20.  Re- 
verse the  ends  of  the  wand  through  half  a  strain, 
and  finish  the  strain  hy  doing  precisely  the  same 
thing  behind  the  spine. 


Fig.  20. 

No.  27.  —  Still  holding  the  wand  behind  the 
back,  charge  alternately  on  the  left  and  right  side 
into  the  position  shown  in  Fig.  21,  through  one 
strain. 

No.  28.  —  At  the  close  of  the  last  strain  take 
the  position  seen  in  the  continuous  lines  of  Fig. 
22.  Alternate  between  this  position  and  the  cor- 
responding one  on  tiie  other  side  shown  in  tlie 
dotted  line,  and  in  passing  from  one  to  the  other 


Till::   xNEW    GYMNASTICS. 


1G9 


Fig.  21. 


Fig.  22 


170 


THE  NEW   GYMNASTICS. 


let  the  wand  fall  down  on  the  unaccented  beat  in 
front  in  a  transverse  position,  as  seen  in  the  dotted 
line. 

The  last  exercise  in  the  wand  series  is  found  in 
the  charge  seen  in  Fig.  23,  alternated  from  one  side 
to  the  other  through  a  strain. 


rig.  23. 


THE  NEW   GYMNASTICS.  171 


THE    INDIAN    CLUB. 


The  more  difficult  club  exercises  are  not  practi- 
cable ill  class  drill.  For  this  reason  I  introduce 
only  a  few  of  the  more  simple,  such  as  can  be  used 
with  music.  The  size  of  the  club  is  given  under 
the  liead  of  Gymnastic  Apparatus. 

The  club  exercises  differ  widely  from  all  the 
other  exercises  in  the  New  Gymnastics.  They  cul- 
tivate patience  and  endurance,  and  operate  most 
happily  upon  the  longitudinal  muscles  of  the  back 
of  the  neck  and  shoulders,  thus  tending  to  correct 
the  habit  of  stooping.  Besides,  nearly  all  the  move- 
ments in  the  New  Gymnastics  are  quick.  This 
feature  is  very  valuable,  and  indeed  constitutes  the 
great  claim  of  the  new  system  to  favor,  but  slow 
movements  have  their  uses.  These  will  be  found 
in  the  club  exercises ;  and  as  they  are  exactly  aimed 
at  the  muscles  which  most  need  culture  in  the  av- 
erage American,  it  is  believed  they  will  be  especially 
acceptable  and  popular  among  the  earnest  students 
of  physical  culture. 

The  teacher  will  find  it  very  difficult  at  first  to 


172  THE  NEW   GYMNASTICS. 

secure  the  straight  line  in  the  arm  and  club.  They 
should  in  all  the  exercises,  with  the  two  or  three 
obvious  exceptions,  be  made  as  straight  as  possible, 
and  kept  so  through  every  movement.  The  value 
of  this  series  turns  very  much  upon  the  observance 
of  this  rule.  In  order  to  make  the  arm  and  club 
quite  straight,  it  will  be  seen  that  the  wrist  must 
be  slightly  bent.  As  in  the  other  exercises,  when 
a  horizontal  in  front  is  directed,  let  the  position  be 
precisely  horizontal,  and  the  arm  and  club  so  held 
that  were  both  up  at  the  same  time  they  would  be 
exactly  parallel  to  each  other. 

Accuracy  is  of  the  first  importance,  but  difficult 
to  secure  in  exercises  with  the  club. 

No  gymnasium  is  complete  without  the  clubs. 
They  are  indispensable  to  harmonious  training. 


CLUB    EXER  CISES. 

FIRST    SERIES. 

No.  1.  —  Clubs  hang  at  the  sides ;  grasp  firmly ; 
carry  the  left  club  up  to  the  horizontal  in  front. 
(The  left  arm  and  club  are  represented  in  the  hori- 
zontal position  in  front  in  Fig.  1.)  The  left  arm 
having  been  carried  up  to  this  position  and  back 
to  the  side  once,  the  right  arm  performs  the  same. 
Then  both  arms  simultaneously  twice.      This  com- 


THE   NEW    GYMNASTICS. 


173 


plctcs   a   strain   of  music   as  tho  motions  arc  made 
only  on  the  accented  beats. 

No.  2.  —  Bring-  both  arms  into  tlie  horizontal  po- 
sition  in   front,   which   should   bo   done   on   tlic  last 


Fig.  1. 

unaccented  beat  of  the  last  strain.  Starting  with 
them  in  this  position,  carry  the  left  arm  from  tlie 
horizontal  in  front  to  the  perpendicular  over  the 
shoulder,  and  back  again  to  the  horizontal,  once. 
Right  arm  the  same.  Simultaneously  twice.  This, 
like  No.  1,  fills  an  entire  strain  of  music. 

No.  3.  —  On  the  last  unaccented  beat  of  No.  2  let 
the  clubs  fall  into  the  hanging  position  by  the  sides. 
Now  bring  the  left  from  the  hanging  at  the  side 
to  the  perpendicular  over  the   shoulder,   and   back 


174  THE   NEW   GYMNASTICS. 

again  to  the  hanging  at  the  side  once.  Right  the 
same.     Simultaneously  twice. 

No.  4.  —  Beginning  with  the  hanging  at  the  side, 
carry  the  left  arm  to  the  horizontal  at  the  side, 
(the  right  arm  in  Fig.  1  is  represented  in  the  hor- 
izontal at  the  side  position,)  and  back  once.  The 
right  arm  once.     Both  arms  simultaneously  twice. 

No.  5.  —  On  the  last  unaccented  beat  of  the 
strain  of  music  in  No.  4,  carry  botli  clubs  into 
the  horizontal  at  the  side  position.  Now  raise  the 
left  club  and  arm  into  the  perpendicular  over  the 
shoulder,  and  return  to  the  horizontal  once.  Right 
arm  the  same.     Both  arms  simultaneously  twice. 

No.  6.  —  On  the  last  unaccented  beat  of  the  last 
exercise,  drop  the  clubs  to  the  hanging  position 
by  the  legs.  Now  carry  the  left  through  the  side, 
sweep  to  the  perpendicular  over  the  slioulder,  and 
return  to  the  hanging  position  at  the  side.  Right 
the  same.     Simultaneously  twice. 

No.  7.  —  Beginning  with  the  clubs  hanging  by 
the  sides,  raise  the  left  to  the  horizontal  in  front, 
and  at  the  same  moment  tlie  right  to  the  horizontal 
at  the  side.  Now  bring  them  down  to  the  sides. 
On  the  third  beat  carry  the  left  up  to  the  hori- 
zontal at  the  side,  and  the  right  to  the  horizontal 
in  front.  Bring  back  to  the  sides.  Repeat  these 
two  movements,  which  will  finish  the  strain. 

No.  8.  —  On  the  last  unaccented  beat  of  the  last 


THE  NEW   GYMNASTICS.  175 

exercise  bring  the  clubs  exactly  into  the  position, 
represented  in  Fig.  1.  Beginning  in  this  position 
carry  the  clubs  both  to  the  perpendicular  over  the 
shoulders.  Now  bring  them  down  to  the  horizontal 
again,  but  let  the  loft  one  fall  into  the  position  iu 
which  the  right  is  seon  in  Fig.  1,  and  the  right  into 
the  position  which  is  shown  in  the  left  in  Fig.  1. 
On  the  next  beat  raise  the  clubs  into  the  perpen- 
dicular over  the  shoulderr.  ;  on  the  next  beat  into 
the  position  seen  in  Fig.  1  ;  on  the  next  beat 
perpendicular  over  the  shoulders;  on  the  next  beat, 
left  to  the  horizontal  at  the  side,  and  right  to  the 
horizontal  in  front. 

It  is  well  to  use  only  the  exercises  in  the  fust 
series  during  the  first  month. 


SECOND   SERIES. 

No.  1.  —  Holding  the  two  clubs  in  the  position 
seen  in  Fig.  2,  on  the  first  beat  raise  the  left  arm 
into  the  position  in  which  the  riglit  is  shown  in 
the  figure,  —  the  perpendicular  over  the  shoulder. 
xVt  the  same  moment  bring  the  right  down  to  the 
position  in  which  the  left  is  seen.  So  continue  to 
alternate  through  a  strain  of  music. 

No.  2.  —  Holding  both  chibs  in  the  position  seen 
in  the  right  arm  of  Fig.  2,  to  which  position  the 
clubs  should  have  been  brought  on  the  last  unac- 


176 


THE   NEW    GYMNASTICS. 


cented  beat  of  the  last  exercise,  bring  them  both 
down  to  the  horizontal  in  front,  and  on  the  next 
beat  bear  them  in  the  horizontal  plane  to  the  hori- 
zontal at  the  side  ;    on  the  next  beat  carry  them 


Fig.  2. 

Tip  to  the  perpendicular  over  the  shoulders  ;  on  the 
next  beat  to  the  horizontal  in  front ;  on  the  next 
l)eat  again  to  the  horizontal  at  the  sides ;  on  the 
next  again  to  the  perpendicular  over  the  shoulders ; 
on  the  next  to  tlie  horizontal  in  front ;  on  the  next 
beat  back  to  the  perpendicular  over  the  shoulders. 


THE  NEW   GYMNASTICS.  177 

No.  3.  —  On  the  last  unaccented  beat  of  the  last 
exercise,  bring  the  clubs  into  the  horizontal  position 
in  front.  Holding  the  arms  in  this  position  without 
bending  the  elbows,  bring  the  left  club,  by  a  mo- 
tion of  the  wrist,  over  upon  the  arm,  letting  it 
strike  the  arm,  then  on  the  next  accented  beat 
carry  it  back  again  to  the  straight-out  horizontal 
position  in  front.  The  right  arm  the  same.  Both 
simultaneously  twice. 

No.  4.  —  On  the  last  unaccented  beat  of  the  last 
exercise,  carry  the  arms  around  to  the  horizontal 
at  the  sides,  and,  holding  the  arms  inflexibly  in 
that  position,  by  a  motion  of  the  wrist  bring 
the  left  club  over  upon  the  arm,  letting  it  strike 
the  arm  ;  tlien,  on  the  next  accented  beat,  carry  it 
back  again  to  the  straight-out  horizontal  position. 
Riglit  club  the  same.  Both  clubs  simultaneously 
twice. 

No.  5.  —  At  the  conclusion  of  this  exercise  bring 
tlie  clubs  back  again  to  the  horizontal  in  front,  and, 
holding  both  arms  inflexibly  in  this  position,  raise 
both  clubs  to  tlie  perpendicular,  all  of  which  must 
be  done  on  the  last  unaccented  beat  of  the  last 
exercise.  Now  on  the  first  beat  allow  the  left  club 
to  fall  directly  outward,  at  right  angles  with  the 
arm,  down  to  the  horizontal,  and  bring  it  back  to 
the  perpendicular.  Right  arm  the  same.  Both 
arms  simultaneously  twice. 

8*  L 


178 


THE  NEW   GYMNASTICS. 


No.  6.  —  Holding  the  arms  horizontal  m  front, 
clubs  perpendicular,  allow  the  left  club  to  fall  down 
to  the  horizontal,  at  right  angles  with  its  arm  and 
toward  the  other  hand.  Carry  it  back  again  to  the 
perpendicular.  Right  arm  the  same.  Both  arms 
simultaneously  twice. 

No.  7.  —  On  the  last  unaccented  beat  of  the  last 
exercise,  bring  the  arms  round  to  the  horizontal  at 


Fig.  3. 


the  side,  the  clubs  being  held  in  the  perpendicular 
attitude.  Fig.  3.  Now  let  the  left  club  fall  down 
into  the  hanging-behind  position.  Keep  the  arms 
exactly  horizontal,  and  bring  the   club  back  again 


THE   NEW   GYMNASTICS. 


179 


to   the   position  in  Fig.  .3.      Riglit  arm  fnc  same. 
Both  arms  simultaneously  twice.     Fig.  4. 


Fiff.  4. 


No.  8.  —  Holding  the  arms  horizontal  at  the  side, 
with  the  clubs  perpendicular,  repeat  the  last  exer- 
cise, except  the  clubs  fall  down  in  front  instead  of 
behind. 


THIRD   SERIES. 

No.  1.  —  Holding  the  clubs  in  the  position  seen  in 
Fig.  5,  swing  them  up  to  the  perpendicular  over  the 
shoulders,  and  with  a  grand  sweep  down  upon  the 
back,  and  on  the  second  beat  back  again  into  the  po- 
sition seen  in  tlie  figure.     Repeat  through  a  strain. 

No.  2.  —  Holding  the  clubs  on  the  chest  a  la  mus- 
ket, thrust  them  into  the  position  seen  in  Fig.  6, 
and  hold  them  during  one  beat ;  swing  them  through 


180 


THE  NEW   GYMNASTICS. 


I 


Fig.  5. 


Pig.  6. 


THE   KEW    GYMNASTICS. 


181 


the  course  represented  by  the  dotted  line,  and 
around  the  back  to  the  front  of  the  chest  on  the 
second  beat ;  on  the  third  beat  thrust  out  on  the 
other  side  and  make  the  same  movement.  So  con- 
tinue during  a  strain. 

^Q^  3.  — Hold  the  clubs  in  the  position  seen  in 


FiS.  7. 


Fig.  8. 


182 


THE  NEW   GYMNASTICS. 


Fig.  7,  and  reverse  their  places  through  a  strain. 
Let  the  movement  be  through  the  perpendicular 
over  the  shoulder. 

No.  4.  —  Stand  erect,  arms  and  clubs  horizontal 
and  parallel  to  each  other  in  front,  bend  back- 
ward and  swing  the  clubs  alternately  as  far  back 
as  possible  through  a  strain.     Fig.  8. 


EXERCISES  WITH'  BEAN-BAGS. 


No.  1.  —  Arrange  yourselves  in  two  classes. 
Classes  face  each  other,  six  feet  apart.  Members 
of  one  class  will  each  have  a  bag  ;  the  otlier  class 


Fig.  1. 


THE   XKW   GY^INASTICS. 


183 


will  have  no  bags.  Each  person  will  play  with  the 
person  standing  opposite  him.  Hold  the  bags  niider 
yonr  chins  as  in  Fig.  1.  Catch  the  bags,  standing 
in   the    position   seen    in   Fig.   2.      xVll    ready  !    one^ 


Fig.  2. 

two^  three!     Let   each  conple  throw  the  bag   back 
and  forth  ten  times.     Each  in  turn,  as  you  finish,  * 
hold  up  your  hands  and  cry  out  ten.     The  leader 
announces  the  names  of  those  who  finish  first,  those 
who  finish  second,  and  those  who  finish  third. 

The  leader  will,  when  you  are  accustomed  to  the 
work,  direct  thirty  instead  of  ten  passes  of  the 
bag. 

If  any  couple  allows  the  bag  to  fall  to  the  floor, 
that  couple  must  stand  still  until  the  next  one^  two, 
three,  is  counted. 


184 


THE   NEW    GYMNASTICS. 


No.    2.  —  Same   as   the   last,   except   the   bag  is 
thrown  and  caught  with  the  right  liand.     The  po- 


sition is  seen  in  Fig.  3. 


Fig.  3. 


No.  3.  —  Same  as  the  last,  but  with  the  left 
hand.  When  the  right  hand  throws,  the  riglit 
hand  catches,  and  so  with  the  left. 

No.  4.  —  The  bag  is  thrown  from  the  back  of 
the  shoulders  over  the  head.     Fig.  4. 

No.  5.  —  Same  as  the  last,  except  the  bag  is 
thrown  with  the  riglit  hand,  as  shown  in  Fig.  5. 

No.  6.  —  Same  as  the  last,  except  with  the  left 
hand. 

No.  7.  —  The  bag  is  to  l)e  thrown  over  the  head 
from  the  position  seen  in  Fig.  6. 


THE  NEW   GYMNASTICS. 


185 


FiR.  4. 


Fi?.  5. 


188 


THE  NEW   GYMNASTICS. 


Fig.  6. 


Fig.  7. 


THE   NEW   GYMNASTICS. 


187 


•Xo.  8.  —  TIic  bag  is  to  be  thrown  witli  the  right 
hand,  while  the  riglit  arm  is  grasped  with  the  left 
hand.     Fig.  7.     Left  the  same. 

No.  9.  —  The  bag  is  to  be  thrown  from  the  elbow, 
Fig.  8,  and  is  to  be  canght  with  the  hands. 


Fig. 


Fix.  9. 


188  THE  NEW  GYMNASTICS. 

No.  10.  —  Same  with  the  other  elbow. 
No.    11.  —  The   bag   is   to   be   thrown   from   the 
hands  hold  in  front.     Fia;.  9. 


Fig.  10. 

No.  12.  —  Turn  your  right  side  toward  your  part- 
ner, and  throw  from  the  position  in  Fig.  10,  catch* 
iug  with  the  right  hand.  Fix  your  feet  and  do 
not  move  them. 

No.  13.  —  Same  with  your  left  side  turned  to- 
ward your  partner.     Fig.  11. 

No.  11.  —  Again  turn  your  right  side  toward 
your  partner  and  throw  from  the  position  seen  in 
Fig.  12. 

No.  15.  —  Same  with  your  left  side  toward  your 
partner. 


THE   2sEW    GYMKASTICS. 


189 


TVS.  11. 


FiK.  1-2. 


j^o.  IG.  — Turn  back  to  back,  and  throw  the  bag 
over  your  head,  as  seen  in  Fig.  13. 

To  do  this  well,  the  leader  must  manage  as  ful- 


190  THE   NEW    GYMNASTICS. 


Fig.  13. 

lows :  —  First,  he  cries  out,  All  ready  !  then  he 
counts,  one^  tivo,  three/  By  the  time  the  word  three 
is  spoken,  the  person  who  is  to  catch  the  bag  has 
bent  backward,  so  that  he  can  see  his  partner,  and 
the  person  throwing  the  bag  has  likewise  bent  so 
he  can  see  his  partner,  and  then  throw  the  bag  into 
his  hands.  Now  the  two  persons  stand  upright. 
The  leader  begins  again  by  annovmcing  All  ready! 
counting  as  before.  In  this  way  the  bags  will  not 
fall  upon  the  floor. 

No.  17.  —  Face  your  partner,  and  throw  from  the 
position  represented  in  Fig.  14,  holding  the  bag  on 
the  back  of  the  hand. 

No.  18.  —  Same  as  the  last,  except  the  left  hand 
is  employed. 

No.  19.  —  Face  your  partner,  and  throw  the  bag 


THE   NEW   GYMNASTICS. 


191 


Fiir.  14. 


around  the  back  and  over  the  opposite  shoulder,  as 


seen  m  Fig.  15. 


Fig.  15. 


Xo.  20.  —  Same  as  the  last,  except  you  use  the 
other  hand. 


192 


THE   NEW   GYMNASTICS. 


No.  21.  —  Eacli  couple  uses  ten  bags;  you  throw 
to   your   partner   the    whole    ten   in    succession,  he    i 
catching  them  if  possible  upon  his  arms.*     Fig.  16. 


Fig.  16. 

No.  22.  —  The  two  classes  stand  as  represented 
in  Fig.  17.  Place  ten  bags  on  a  chair  or  box  by 
the  first  player  in  each  class.  The  leader  gives  the 
word,  and  the  two  classes  compete  in  passing  the 
bags  over  their  heads  backwards  to  the  foot  of 
the  class,  when  they  whirl  round  and  immediately 
pass  them  back.  The  class  which  first  has  the 
entire  ten  on  the  chair  or  box  counts  one  in  the 


game. 
No.    23. 


Let   the    two    classes   face  each  other 


*  This  exercise  may  be  omitted  if  you  have  not  a  large  number  of 
bacrs. 


THE   NEW    GYMNASTICS. 


193 


again,  and  pass  the  bags  as  in  the  last,  except 
thev  are  carried  alono;  in  front,  and  as  hi2;h  as  the 
chest. 


Fig.  17. 

No.  24.  —  Let  the  bags  be  all  placed  at  the  head 
of  one  of  the  classes.  AYe  will  call  one  class  No.  1, 
and  the  other  No.  2.  The  first  player  in  class  No. 
1  throws  a  bag  to  the  first  player  in  class  No.  2, 
who  throws  the  bag  to  the  second  player  of  class 
No.  1,  who  throws  the  bag  to  the  second  player 
of  class  No.  2,  who  in  turn  throws  to  the  third 
player  of  class  No.  1,  and  so  the  bag  passes  to  the 
foot  of  the  class.  But  one  bas^  is  not  allowed  to 
make  the  trip  alone  ;  one  follows  another  in  rapid 
succession.  In  this  game  the  bags  are  thrown  from 
the  chest  with  both  hands,  from  the  position  seen  in 
Fig.  1. 


194 


THE  NEW   GYMNASTICS. 


No.  25.  —  The  whole  company  now  divide  into 
trios,  each  trio  playing  with  three  bags,  standing 
as  represented  in  Fig.  18.     Each  person  has  a  bag 


Fi-.  IS. 


and  throws  it  to  the  player  at  his  right  hand,  and 
at  the  same  time  catches  the  bag  thrown  from  the 
player  at  his  left.  The  players  should  stand  four 
feet  apart.  Each  player  must  look  constantly  at 
the  one  from  whom  he  receives  the  bags,  and  never 
for  a  moment  at  the  one  to  whom  he  throws.  If 
you  forget  this  rule  the  bags  will  soon  fall  to  the 
floor. 

No.  26.  —  Same  as  the  last,  except  the  bags  are 
passed  in  the  opposite  way. 

No.  27.  —  The  company  again  divide  into  couples, 
and  each  couple  plays  with  two,  three,  or  four  bags. 


THE   NEW    GYMNASTICS. 


195 


A  throws  a  bag  with  his  right  hand  to  his  partner 
B,  who  catches  it  with  the  left  hand,  and  immedi- 
ately changes  it  to  the  right,  throws  it  back  to  A, 
who  catches  it  with  his  left,  and,  changing  it  to  his 
right,  throws  it  back  again  to  B.     Fig.  19.     Two, 


Fig.  19. 


three,  four,  or  five  bags  can  be  made  to  perform 
this  circle  between  the  two  players.  The  bag,  as 
in  nearly  all  the  other  bag  exercises,  should  be 
thrown  from  the  chest,  not  tossed  from  the  lap. 

No.  28.  —  Same  as  the  last,  except  the  bags  are 
thrown  with  the  left,  and  caught  with  the  right 
hand. 

No.  29.  —  Now  the  players  stand  in  two  classes 
again,  six  feet  apart,  and  the  players  in  each  class 
six  feet  from  each  other.     Upon  the  word  the  first 


196  THE   NEW   GYMNASTICS. 

player  in  each  class  seizes  a  bag  and  runs  to  the 
second  player,  who  carries  it  to  the  third,  who 
in  turn  rushes  to  the  fourth,  and  so  on  to  the 
foot  of  the  class.  But  one  bag  does  not  go  alone. 
One  at  a  time  the  whole  six,  ten,  or  twenty  are 
hurried  onward.  After  reaching  the  foot  of  the 
class,  instantly,  without  a  signal,  they  are  sent  back 
to  tlie  head  of  the  class  in  the  same  way.  The 
class  which  first  has  its  bags  on  the  chair  at  the 
head  of  the  class  counts  one  in  the  game. 

It  will  not  be  difficult  for  the  ingenious  teacher 
to  add  indefinitely  to  the  number  of  these  bag 
exercises ;  but  the  games  above,  in  the  order  in 
which  they  are  given,  have  proved  most  satisfactory 
to  us. 


THE   BEAN-BAG   EXERCISES. 

The  best  material  for  a  bean-bag  is  strong  bed- 
ticking.  For  young  children  it  should,  before  sew- 
ing, be  eight  inches  square ;  for  ladies,  ten  inches ; 
for  ladies  and  gentlemen  exercising  together,  twelve 
inches.  Sew  with  strong  linen  or  silk  thread,  doub- 
led, nearly  three  quarters  of  an  inch  from  the  edge, 
leaving  a  small  hole  at  one  corner  to  pour  in  the 
beans.  ,  Fill  the  bags  three  quarters  full. 

If  used  daily,  once  in  two  weeks  they  should  be 
emptied   and  washed,  while   the   beans  are  rinsed. 


THE   NEW   GYMNASTICS.  197 

Otherwise  they  will  fill  your  lungs  and  eyes  with 
dust.  Without  this  thorough  cleanliness  bean-bag 
games  will  prove  a  nuisance. 

These  bags  have  usually  been  kicked  in  the  corner 
when  not  in  use,  or  thrown  about  at  pleasure  l^y 
the  wild  pupils.  They  should  never  be  used  ex- 
cept under  the  immediate  eye  of  the  leader.  When 
thus  protected  and  managed,  the  bag  exercises  will 
prove  a  source  of  permanent  interest,  and  capital 
muscle-training.  With  the  bag  games  alone^  an  ear- 
nest teacher  can  maintain  a  perpetual,  living  in- 
terest in  the  gymnastic  department  of  any  school. 


198 


THE  NEW   GYMNASTICS. 


PERCUSSION. 


No.  1.  —  It  is  well  to  conclude  your  work  in  the 
Gymnastic  Hall,  each  lesson,  by  percussion.  The 
pupils  are  arranged  in  couples.  At  a  signal  they 
take  the  position  seen  in  Fig.  1.  The  music  is 
rapid.  The  percussion  occupies  a  whole  strain.  In- 
stantly at  the  end  of  the  strain  they  turn  their 
faces  in  the  opposite  direction,  and  the  percussion 
is  repeated  upon  the  other  person. 


Fig.  1. 


No.   2.  —  Percussion  as  in  Fig.  2.     Reverse  and 
repeat. 


THE   NEW    GYMNASTICS. 


199 


lig   2. 


Fig.  3. 


200 


THE  NEW   GYMNASTICS. 


No.  3.  —  Percussion  as  in  Fig.  3.  E-everse  and 
repeat.  And  now  on  the  left  side,  the  person  per- 
cussed bending  towards  the  right. 

It  is  perhaps  an  improvement,  where  the  two 
sexes  exercise  together,  to  have  the  last  two  exer- 
cises with  faces  towards  each  other. 


Fig.  4. 


No.  4.  —  Percussion  across  the  very  vipper  part 
of  the  chest.     Fig.  4. 

No.  5.  —  Percussion  across  the  small  of  the  back. 

At  the  next  lesson  the  percussion  may  be  devoted 
to  the  arms,  or  again,  at  another  lesson,  to  the  shoul- 
ders above,  in  front,  and  behind.     And  so  this  per- 


THE   NEW   GYMNASTICS. 


201 


FiL'.  5. 


ciission  may  be  varied  from  day  to  day.  It  is  al- 
ways interesting  and  always  valuable.  There  are 
few  weaknesses  within  that  are  not  lessened  or 
cured  by  percussion.  I  think  it  wise  to  close  the 
exercises  of  each  lesson  in  this  way. 

Frequently  this  slapping  may  be  practised  by 
each  pupil  upon  himself.  In  this  case  the  blows 
will  be  confined  in  great  part  to  the  chest  and 
stomach.  Percussion-  upon  and  about  the  pit  of 
the  stomach  is  particularly  valuable. 

A  physician  in  New  York  acquired  at  one  time 
wide  fame  for  the  cure  of.  dyspepsia.  One  condi- 
tion which  he  imposed  upon  every  patient  was  pro- 
found secrecy.      A  grave  clergyman  with  whom  I 

9* 


202  THE   NEW   GYMNASTICS. 

afterwards  became  acquainted  was  treated  by  this 
famous  dyspepsia  doctor.  He  was  taken  through 
one  room,  down  a  flight  of  stairs,  through  a  long 
hall,  up  another  flight  of  stairs,  turned  about,  down, 
up,  around,  and  through,  till  a  small  garret  was 
reached,  in  which  he  was  required  to  make  a  sol- 
emn promise  never  to  reveal  the  secret  of  his  treat- 
ment. But  after  the  death  of  the  wonderful  doctor 
a  number  of  his  patients  thought  themselves  ab- 
solved, and  published  the  secret  of  the  cure.  Of 
course  most  people  were  astonished  to  learn  that 
it'  consisted  of  slajjping  the  stomach  and  abdomen. 
Wonderful  cures  were  certainly  performed  ;  hiin- 
dreds  were  restored,  and  the  doctor  made  a  large 
fortune. 

The  soreness  of  muscle  which  the  first  exercises 
produce  is  greatly  relieved  by  percussing  the  sore 
places.  Aching  backs,  sides,  stomachs,  and  chests 
are  all  at  once  relieved,  and  in  not  a  few  cases 
the  difficulty  is  entirely  removed  by  this  simple 
treatment. 


THE  NEW   GYMNASTICS. 


203 


MODES  OF  WALKING. 


As  walking  is  the  most  common  exercise  about 
the  school,  I  have  thought  it  wise  to  say  something 
of  the  various  positions  in  walking.  There  are 
many  faults,  and  mischievous  ones.  Fig.  1  is  the 
worst  of  the  false  positions.  The  pupil  may^  with 
his  hands  thus  locked  behind,  draw  his  shoulders 
back ;  but  if  you  will  watch  a  school  of  one  hundred 


Fig.  1. 


pupils  as  they  march  along,  with  arms  thus  placed, 
you  will  observe  that  not  one  of  them  does  carry  the 
head  and  shoulders  erect. 


204 


THE   NEW   GYMNASTICS. 


Fig.  2  displays  another  unhealthy  position.  "With 
the  arms  thus  folded,  the  respiration  is  checked,  and 
the  shoulders   drawn   forward.     If  the   reader  will 


Fig.  2. 

stand  erect,  shoulders  and  head  well  drawn  back,  his 
arms  by  his  side ;  then  fold  them  across  the  chest  in 
front,  and  carefully  observe  the  cliange  in  the  posi- 
tion of  the  shoulders,  and  in  his  ability  to  inflate  his 
lungs,  he  will  clearly  see  how  this  attitude  cramps 
the  respiratory  function.  Experimenters  have  proved 
that  the  amount  of  air  which  the  lungs  can  take  in 
at  a  single  inspiration  is  greatly  lessened  when  the 
arms  are  thus  folded. 

Fig.  3  is  a  good  position,  opening  the  chest,  and 
securing  a  good  attitude  of  the  spine. 


THE  NEW   GYMNASTICS. 


205 


Fig.  4  is  somewiiat  iinseemly,  but,  in  a  pliysiologi- 
cal  aspect,  the  best  possible  position  for  the  pupil's 


Fisr.  3. 


arms.  It  would  do  much,  if  practised  five  minutes, 
two  or  three  times  a  day,  with  the  head  well  drawn 
back,  to  strengthen  the  muscles  of  the  spine,  and 
particularly  those  of  the  neck,  whose  weakness  per- 
mits the  head  to  droop.  This  drooping  of  the  head  is 
almost  universal  among  Americans,  especially  among 
American  women.  I  commend  this  bit  of  muscular 
training  to  the  consideration  of  teachers. 

Carrying  the  hands  in  a  muff,  or  clasped  in  front, 
at  the  waist,  so  common  and  constant  among  ladies, 
is  an  unphysiological  habit.  The  arms  should  be 
carried  at  the  side,  and  swung.     I  think  taste  as  well 


206 


THE  NEW  GY^rNASTICS. 


Fig.  4. 


as  physiology  demands  this/  That  peculiar  waddling 
which  women  exhibit  when  moving  rapidly  is  the 
result  of  this  joining  the  hands  in  front.  Let  any 
gentleman  who  would  study  the  effects  of  this  false 
position  of  the  arms  experiment  upon  himself,  and 
he  will  be  satisfied  that  the  usual  and  fashionable 
manner  in  which  ladies  carry  their  arms  in  walking 
spoils  the  gait  and  contracts  the  chest.  Swinging 
the  arms  is  a  most  important  part  of  the  exercise  of 
walking.  To  undertake  it  with  the  arms  folded,  or 
the  hands  in  a  muff,  is  to  spoil  it,  both  in  the  aspect 
of  beauty  and  usefulness. 


THE   NEW   GYMNASTICS.  207 


MUTUAL-HELP   EXERCISES. 


In  the  development  of  a  series  of  exercises  bear- 
ing this  title,  I  have  been  much  interested  during 
the  last  two  or  three  years. 

With  the  exception  of  the  exercises  with  the  rings, 
there  is  in  the  New  System  of  Gymnastics,  as  in  all 
other  systems  heretofore  in  vogue,  a  deficiency  in 
the  means  of  training  the  extensor  muscles.  For 
example,  in  the  old-fashioned  system  of  German 
Gymnastics,  the  observer  has  not  failed  to  notice 
that  the  exercises  were  confined  almost  exclusively 
to  the  flexor  muscles ;  so  that  persons  excelling  in 
that  system  have  such  a  preponderance  of  flexor 
strength  that  they  become  round-shouldered,  while 
every  other  part  of  the  person  loses  its  symmetrical 
proportions.  As  remarked  in  another  place,  one 
great  desideratum  in  a  system  of  physical  training 
is  the  introduction  of  means  for  the  equable  devel- 
opment of  the  two  great  sets  of  muscles, — flexors 
and  extensors.  Tliis  necessity,  which  has  impressed 
every  thoughtful  physical  educator,  has  suggested 
the  Mutual-Help  Exercises.  In  these  the  flexors 
enjoy  abundant  opportunity. 

Another  advantage  is  found  in  the  circumstance 


208  THE   NEW   GYMNASTICS. 

that  no  apparatus  is  required,  and  that  the  exer- 
cises may  be  practised  in  the  narrowest  ,aisles  of  a 
crowded  school-room,  hike  the  ring  exercises,  they 
give  eqvial  opportunity  for  the  strongest  and  weakest 
in  the  class.  If  the  pupils  are  at  all  well  mated,  the 
strongest  have  all  they  can  wish,  and  the  weakest 
never  have  too  much. 

These  exercises  I  have  usually  employed  with 
three  persons  in  each  group,  but  think  it  better  to 
illustrate  them  here  with  two  persons. 

They  may  be  practised  to  music,  the  same  as  other 
exercises  of  the  New  System.  We  always  employ 
music  in  their  use. 

For  the  sake  of  disthiguishing  the  pupils,  we  di- 
vide them  into  the  positive  and  the  negative.  The 
person  executing  a  movement  is  known  as  tlie  posi- 
tive ;  the  person  resisting  his  effort,  as  the  negative. 

When,  for  example,  the  positive  draws  his  hand 
from  the  hanging  at  the  side  position  up  into  his  arm- 
pit, the  negative  must  always  seize  the  positive  by  the 
wrist  to  resist  that  movement ;  and  when  the  hand 
of  the  positive  reaches  the  armpit,  and  he  is  about  to 
push  it  back  again  to  the  first  position,  the  negative 
must  close  his  hand  over  the  clenched  fist  to  resist 
tlie  return.  This  rule  is  a  general  one.  When 
the  positive  is  using  the  flexors,  the  negative  must 
seize  his  wrist  and  resist ;  and  when  the  positive  uses 
his  extensor  muscles,  the  negative  must  change  his 


THE  NEW   GYMNASTICS.  209 

hand  from  the  wrist  to  the  clenched  fist,  applying 
the  palm  of  the  hand  over  the  knuckles. 

EXERCISES. 

No.  1.  —  Standing  in  couples,  negative  two  feet 
behind  the  right  shoulder  of  positive,  on  the  first 
beat  of  the  music,  negative  steps  forward  close  to 
the  right  shoulder  of  positive.  On  the  second  beat, 
negative  seizes  the  right  wrist  of  positive  with  his 
right  hand,  and  places  his  open  left  hand  on  top  of 
the  shoulder  of  positive.  Positive  devotes  the  third 
and  fourth  beat  to  drawing  his  fist  slowly  and 
steadily  into  his  armpit,  negative  resisting.  At  the 
close  of  the  fourth  beat,  negative  changes  his  right 
hand  from  the  wrist  to  the  list  of  positive ;  and  dur- 
ing the  fifth  and  sixth  beat,  positive  pushes  his 
hand  back  to  the  first  position,  hanging  by  the  side, 
negative  resisting.  (Fig.  1.)  On  the  seventh  beat, 
negative  steps  back  to  his  original  position  ;  and  on 
the  eighth  beat  they  face  about  and  are  ready  for  a 
repetition  of  the  exercise  ;  the  parties  having  changed 
places,  positive  having  become  negative  and  negative 
positive.  When  another  strain  of  music  has  been 
occupied  with  a  repetition  of  the  exercise  already 
described,  the  same  exercise  is  repeated  on  the  left 
side  with  both  parties.  Fig.  1  may  assist  the  pupil 
in  comprehending  this  exercise. 


210 


THE  NEW   GYMNASTICS. 


Fig.  1. 


No.  2.  —  Precisely  the  same  steps  are  gone  tliroiigli 
with  in  No.  2  as  in  No.  1,  except  that  the  hand  is 
drawn  from  the  position  over  the  shoulder  (Fig.  2) 
down  to  the  top  of  the  shoulder.  This  is  repeated 
with  both  persons  on  both  sides. 

No.  3. — This  exercise  is  a  repetition  of  the  preced- 
ing two,  except  that  the  arm  of  Mr.  Positive  is  held 
horizontal  at  the  side.  When  the  arm  is  bent,  the 
elbow  is  kept  backwards,  so  that  the  fist  is  brought 
to  the  front  of  the  shoulder,  and  then,  as  before, 
pushed  back  to  the  horizontal  at  the  side.  (Fig.  3.) 
This  is  executed  on  both  sides  by  both  parties. 

No.  4.  —  Same  position  as  the  last,  but  the  arm 
of  positive  is  to  be  carried  from  the  horizontal  po- 


THE  NEW   GYMNASTICS. 


211 


Tig.  2. 


Fig.  3. 


212 


THE   NEW   GYMNASTICS. 


sition  at  the  side  up  to  the  perpendicular,  over  the 
shoulder,  without  bending  the  elbow,  and  back  again 
to  the  horizontal  at  the  side. 

No.  5.  —  In  this  exercise  positive  holds  the  arm 
out  horizontally  in  front,  negative  seizes  as  usual, 
and  positive  bends  the  forearm  upon  the  arm,  bring- 
ing the  fist  to  the  top  of  the  shoulder,  and  back 
again  to  the  horizontal  in  front,  negative  resisting. 
(Fig.  4.) 


Fis 


No.  6.  —  In  this  exercise,  positive  holds  the  arm 
out  horizontal  in  front,  negative  seizes  as  usual,  and 
positive  carries  the  arm  from  this  horizontal  in  front 
position  to  the  perpendicular  over  the  shoulder,  with- 
out bending  the  elbow,  and  back  again.     (Fig.  5.) 

No.  7.  —  The  position  in  this   exercise   is   shown 


THE  KEW   GYMNASTICS. 


213 


i„  Fi".   6,  and  is  like  that  in  Fig.  3,  except  that 
positive  has  a  dilTereut  position  of  the  feet;  and  the 


rig.  5. 


214 


THE   NEW   GYMNASTICS. 


exercise  is  like  that  shown  in  Fig.  3,  and  described 
in  No.  3,  except  that  when  the  arm  of  positive  is 
bent,  the  fist  is  brought  to  the  top  of  the  shoulder, 
instead  of  to  the  front  of  it. 

No.  8.  —  This  exercise  begins  with  both  the  arms 
of  positive  thrust  directly  upward  over  the  shoulder. 
The  arms  are  carried  down  sideways  to  the  hori- 
zontal position,  and  brought  back  to  the  perpendic- 
ular again,  the  negative  resisting.     (Fig.  7.) 


Fig.  7. 


No.  9.  —  The  parties  exercising  take  the  position 
of  the  feet  seen  in  Fig.  8.     On  the  first  beat  they 


THE   NEW    GYMNASTICS. 


21o 


join  right  hands.  On  the  second  beat,  the  one  draws 
back  his  arm  into  the  position  seen  in  the  cnt,  tlie 
other  giving  way  for  the  purpose  ;  i\\%  third  and 
fourth  beat  is  occupied  by  one  in  pulling  the  hand 
of  the  other  into  the  position  shown  in  Fig.  9. 
During  the  fifth  and  sixth  beats,  the  position  is 
changed  back  into  that  seen  in  Fig.  8.  On  the 
seventh  beat,  the  parties  both  rise  to  a  position  in 


Fig.  8. 

which  both  of  their  legs  are  straight,  and  the  hands 
hanging  between  them,  the  feet  not  having  changed 
their  places  on  the  floor.  On  the  eighth  beat  they 
let  go  hands,  draw  the  forward  foot  back  to  the 
side  of  the  other  foot,  and  stand  facing  each  other 
at  the  distance  of  two  and  a  half  or  three  feet.  Now 
they  begin  with  the  other  foot  and  hand. 


216 


THE  N£^   GYMNASTICS. 


i 


Fig.  9. 

No.  10.  —  With  the  same  order  as  to  music  as 
ill  the  last  exercise,  they  join  on  the  first  beat  one 
hand,  on  the  second  the  other,  midway  between  them, 
as  in  Fig.  10.      On  the  third  and  fourth  beat,  one 


Fig.  10. 


THE   NEW    GYMNASTICS.  217 

of  the  parties  spreads  the  aii'ms  to  nearly  a  horizon- 
tal position  at  the  sides  (Fig.  11),  the  other  resist- 


Fig.  11. 

ing.  On  the  fifth  and  sixth  beat,  the  arms  are 
brought  back  again  to  the  position  seen  in  Fig.  10. 
On  the  seventh  beat,  the  forward  feet  are  withdrawn, 
and  placed  by  the  side  of  the  back  feet.  On  the 
eighth  beat  the  hands  let  go.  Then  the  exercise  is 
repeated  with  the  other  foot  forward. 

No.  11. — Xegative  stands  immediately  behind 
positive,  and  puts  his  hands  upon  the  back  of  posi- 
tive's head.  Half  a  strain  is  devoted  to  letting 
positive  down,  through  the  position  seen  in  Fig.  12, 
into  the  position  seen  in  Fig.  13  ;  the  other  half- 
strain  in  raising  positive  into  the  upright  posture 
again.  Positive  folds  his  arms,  and  keeps  the  body 
stiff  and   straight,  not   even  allowing   the  neck   to 

10 


218 


THE  NEW   GYMNASTICS. 


Fi?.  12. 


rip:.  13. 


bend.     For  persons  with  weak  necks  this  is  a  par- 
ticularly valuable  exercise. 

I  have  intimated  that  these  exercises  have,  in  my 
own  Institution,  more  frequently  been  executed  with 


THE   NEW   GYMNASTICS. 


219 


three  persons  in  a  group.     In  Fig.  14  may  ])e  seen 
an  illustration  of  the  attitude  in  Xo.  1.     The  in";en- 


Tig.  14. 


ious  teacher  will  have  no  difficulty  in  making  the 
changes  from  one  party  to  another  very  interesting, 
and  very  striking  in  military  precision  ^d  effect. 
It  will  be  readily  seen  that  the  number  of  these 
exercises  may  be  multiplied  almost  indefinitely.  I 
have  used  more  than  half  a  hundred  of  them,  and 
would  certainly  find  no  difficulty  in  multiplying 
the  number  to  two  hundred  ;  therefore,  the  few  I 
have  given  are  not  designed  as  an  exhaustive  pres- 
entation of  this  department  in  Gymnastics,  but  as 
suggestive. 


220  THE  NEW   GYMNASTICS. 


PIN    KUNNING. 


Some  years  ago  I  saw  in  a  newspaper  an  account 
of  a  curious  feat  attempted  by  a  farmer's  boy.  Some 
one  offered  him  a  dollar  if,  putting  one  hundred 
potatoes  a  certain  number  of  feet  apart  he  would 
buing  them  all  one  by  one,  and  put  them  in  the 
basket  within  an  hour.  The  boy  was  confident  he 
could  win  the  dollar,  but  found  upon  trial  that  the 
time  required  to  gather  his  potatoes  would  be  many 
hours. 

This  feat  suggested  to  my  mind  the  game  known 
as  Pin  Running,  which  has  for  several  years  con- 
stituted one  exercise  of  the  New  Gymnasium.  The 
game  may  be  described  in  a  few  words,  while  the 
cut  will  serve  to  illustrate  it. 

The  company  is  divided,  by  choosing  sides,  into 
two  classes,  and  the  first  two,  the  captains,  take 
their  places,  each  in  his  own  circle  drawn  with  chalk 
or  black  paint  on  the  floor.  Two  rows  of  pins,  gen- 
erally three  in  number,  extend  down  the  hall.  The 
teacher  gives  the  word,  "  One,  two,  three !  "  Upon 
the  word  "  three,"  they  run  for  the  first  pin,  bring 
it  back  and  set  it  up  in  the  circle.  Then  tlie  second, 
and  finally  the  third.  Whoever  has  the  three  pins 
standing  in  the  circle  first,  wins  one  point  in  the 
game. 


THE  NEW   GYMNASTICS. 


221 


Tally  may  be  kept  by  setting  Tip  tbe  gymnastic 
clubs  belonging  to  the  hall  in  a  conspicuous  place, 


where  both  classes  may  see  at  a  glance  the  standing 
of  the  game. 


222  THE  NEW   GYMNASTICS. 

This  game  is  the  occasion  always  of  great  cheer- 
ing and  excitement,  but  frequently  produces  very 
lame  hips  and  legs,  so  great  is  the  effort  required  to 
stop  and  turn  round  quickly,  especially  if  the  floor 
be  slippery.  It  is  well  for  beginners  to  exercise  care 
in  the  practice  of  pin  running.  If  the  class  is  one 
of  much  experience,  the  game  may  be  varied  by  in- 
creasing the  number  of  pins,  or  by  substituting  for 
the  last  pin  a  small  boy,  or  by  making  it  a  rule  of 
the  game  that  the  pins  shall  not  only  be  brought 
from  their  outstanding  places  and  placed  in  the  ring, 
but  be  immediately  carried  back  again  to  their  out- 
standing places. 


THE  NEW   GYMNASTICS.  223 


MARCHES. 


In  the  New  Gymnastics  we  have  a  great  many 
marches.  I  will  describe  a  few  of  the  figures,  and, 
from  the  hints  thus  given,  the  teacher  will  have  no 
difficulty  in  multiplying  them  almost  indefinitely. 

The  pupils  march  in  twos,  arm  in  arm,  around  the 
outside  of  the  hall,  as  in  the  ordinary  promenade. 
Next  they  skip  with  the  chassez  movement.  Now 
they  leap,  or  run  hand  i^  hand,  with  short  steps  or 
long  ones.  Now  they  march  down  through  the 
centre  of  the  hall  instead  of  around  tlie  outside  of 
it ;  and,  arriving  at  the  end,  they  separate,  and  re- 
turn to  the  other  end  of  the  hall  in  single  column 
on  either  side.  The  lines  through  the  centre  and 
at  the  sides  should  be  perfectly  straight,  the  pupils 
at  equal  distances  apart ;  the  corners  should  be 
turned  squarely,  and  all  the  movements  marked 
by  the  same  precision,  energy,  and  dash  that  belong 
to  the  dumb-bells  or  rings.  The  individual  bear- 
ing of  each  pupil  is  important.  The  arms  when 
disengaged  are  on  the  hips,  the  elbows  and  shoulders 
well  drawn  back,  head  erect,  and  chin  in  against  the 
neck. 

Now,  the  partners  joining  hands  at  the  head  of  the 
liall,  the  following  figures  may  be  executed :  — 


224  THE   NEW   GYMNASTICS. 

Leaping.  —  Short  steps  and  long  ones.  The  same 
backwards. 

Leaping  diagonally  to  the  side,  left  and  right 
alternately.  This  movement  may  be  executed  with 
short  or  long  steps  at  pleasure. 

The  same  may  be  repeated,  hopping  twice  on 
either  side.     The  same  four  times  on  either  side. 

Skipping.  —  Skip  through  the  whole  length  of  the 
hall  with  the  cliassez  step. 

Repeat  this  chassez  step  through  the  hall,  but, 
joining  hands  with  your  partner,  extend  your  arms 
to  their  utmost  reach,  those  in  front  being  held 
diagonally  upward,  those  >  behind  diagonally  down- 
ward. 

Repeat  the  last  exercise,  but  after  skipping  four 
beats  face  to  face  witli  your  partner,  su(ldenly, 
(keeping  hold  of  hands,)  turn  back  to  back,  keeping 
right  on  with  the  chassez  step,  and  again  for  four 
beats  turn  face  to  face,  and  again  back  to  back,  and 
so  alternate  through  tlie  whole  length  of  the  hall. 
This  is  a  somewhat  difficult  movement,  but  will  give 
much  satisfaction  when  fairly  accomplished. 

Again  skip  the  chassez  step  through  the  hall,  but, 
instead  of  joining  hands  with  your  partner,  skip  face 
to  face  with  him,  clapping  hands  four  beats,  and 
then  suddenly  turn  back  to  back,  keeping  right  on 
in  the  same  course,  and  skip  four  beats  in  silence. 
Then  again  face  to  face,  clapping  four  beats,  and 


Tin:   NEW    GYMNASTICS.  225 

then  -back  to  back  in  silence,  and  so  through  the 
hall. 

The  last  exercise  may  be  varied  by  clapping  while 
back  to  back,  or  clapping  all  the  time,  or  remaining 
silent  all  the  time. 

xVgain,  skip  down  through  the  hall,  joining  only 
tlie  right  hand  with  your  partner.  This  may  be 
pleasantly  varied  by  one  of  the  parties  whirling  as 
you  go  on,  allowing  his  hand  to  turn  in  the  hand 
of  his  partner. 

Marching.  —  Xow  you  may  march  in  couples,  join- 
ing one  hand  and  marching  upon  the  tips  of  your 
toes,  and  the  next  time  through  the  hall  upon  your 
heels,  and  now  upon  one  heel  and  one  toe,  and  again 
upon  the  other  heel  and  the  other  toe,  and  now  with 
the  toes  turned  square  out  so  that  the  inside  of  the 
foot  is  pushed  forward,  and  now  with  the  toes  turned 
inward  so  that  the  outside  of  the  foot  is  pushed 
forward,  and  again,  with  one  leg  much  shorter  than 
the  other,  the  short  one  being  held  stiffly  bent,  and 
now  without  bending  the  knees  at  all ;  and  again 
witli  the  knees  constantly  bent  through  the  march, 
so  that  the  person  is  a  foot  or  more  shorter  than  the 
usual  height. 

Now  join  hands  with  your  partner  and  pull, 
marching  through  the  hall,  first  one  hand  and  then 
the  other.  In  order  to  change  the  hands  it  is  well 
to  change  sides  at  the  ends  of  the  hall,  so  that  he 

10*  o 


226  THE   NEW   GYMNASTICS. 

who  marches  down  the  right  side  of  the  hall  this 
time  will  the  next  time  march  down  the  left  side 
of  the  hall.  It  is  hardly  necessary  to  say  that  good 
order  in  the  hall  forbids  that  you  should  pull  hard 
enough  to  draw  your  partner  off  the  straight  line. 

Again,  march  through  the  hall,  pushing  your  part- 
ner. In  order  to  push  to  the  best  advantage,  put 
the  palm  of  your  hand  against  the  palm  of  your 
partner's  hand,  and,  interlocking  the  fingers,  raise 
the  hands  a  foot  or  more  above  your  heads,  and 
lean  heavily  towards  each  other.  The  last  two 
marches  may  be  done  in  skipping,  or  even  in  mod- 
erate leaping,  though  this  requires  a  good  deal  of 
practice. 

Again,  as  the  head  or  leading  couple,  who  give 
the  cue  to  all  who  come  after  them,  join  hands  at 
the  head  of  the  hall,  they  suddenly  stop,  face  each 
other,  and  join  the  ends  of  their  fingers,  with  the 
arms  held  high  between  them,  so  that  they  make 
an  arch.  The  second  couple  immediately  skip  un- 
der this  arch  and  place  themselves  by  the  sides  of 
the  first  couple,  and  put  their  arms  up  in  the  same 
position.  The  third  couple  do  the  same,  and  so  on 
through  all  the  couples.  As  soon  as  all  the  couples 
are  thus  placed,  the  head  couple  immediately  join 
hands  and  chassez  down  under  the  entire  arch.  The 
second  couple  do  the  same  thing,  and  so  on  till  all 
the  couples  have  skipped  through  and  return  to  the 


THE  NEW   GYMNASTICS.  227 

head  of  the  hall,  marching  in  single  file  on  the 
outside. 

Arriving  at  the  head  of  the  hall,  instead  of  join- 
ing hands  with  your  partners,  remain  eight  feet 
apart,  and  march  down  through  the  hall  thus  sep- 
arated. When  the  two  lines  are  in  position,  join 
hands,  and  step  quickly  forward  towards  each  other 
four  heats,  tlicn  step  back  again  four  beats.  But 
the  head  couple,  instead  of  retreating  with  the  lines, 
join  hands  and  skip  rapidly  down  through  the  re- 
treating lines,  makhig  their  escape  from  the  lines 
before  the  approaching  lines  catch  them.  On  the 
second  approach  the  second  couple  join  hands,  and 
repeat  what  the  first  couple  have  just  accomplished. 
If  the  line  be  a  long  one,  to  prevent  long  waiting 
it  is  well  to  have  two  couples  or  three  couples  join 
hands  and  skip  down  at  each  approach  of  the  two 
lines. 

On  going  from  the  head  to  the  foot  of  the  hall, 
instead  of  separating  from  your  partner,  and  return- 
ing to  the  head  of  the  hall  in  single  file,  the  first 
couple  may  pass  off  on  one  side,  and  the  next  couple 
pass  off  on  the  other  side,  and  thus  you  return  to 
the  head  of  the  diall  in  couples,  instead  of  single 
file.  On  arriving  at  the  head  of  the  hall  you  join 
hands,  and  march  down  through  the  hall  four 
abreast.  And  wliile  thus  abreast  you  can  execute 
almost  every  figure  which  has  been  described  above. 


228  THE   NEW    GYMNASTICS. 

A  pleasing  variation  may  be  introduced  in  this  wise  : 
wlien  hopping  sideways,  for  example,  the  couples  may 
let  go  hands,  and  the  couple  on  one  side  leap  to 
the  right,  while  the  other  couple  leaps  to  the  left, 
and  so  on. 

The  following  series  of  figures  are  adapted  to 
four  abreast :  — 

On  arriving  at  the  head  of  the  hall  and  presenting 
yourselves  four  abreast,  the  two  inside  persons  join 
hands,  face  to  face,  with  the  arms  extended,  being 
thrust  as  far  in  front  as  they  can  reach  diagonally 
upward,  and  behind  diagonally  downward.  The 
outside  persons  join  hands  with  no  one,  but  they 
first  turn  their  backs  to  their  partners,  and  hold 
their  arms  parallel  to  the  arms  of  their  partners, 
skipping  in  this  position  four  beats,  when  the  origi- 
nal couples  or  partners  join  hands,  face  to  face, 
keeping  the  arms  in  the  same  position.  They  skip 
four  beats  thus,  and  then  the  arrangement  at  tlie 
beginning  is  resumed,  and  so  they  alternate  through 
the  whole  length  of  the  hall. 

A  pleasing  variation  in  the  last  figure  is  the  fol- 
lowing :  Instead  of  the  two  inside  persons  joining 
hands,  let  the  partners  join  hands  'with  each  other, 
and  skip  down  the  hall  with  their  arms  extended, 
as  in  the  last  figure,  but  let  one  couple  liave  the 
arms  in  front  held  diagonally  upward,  the  arms  be- 
hind  diagonally   downward,   and   the   other   couple 


THE   NEW    GYMNASTICS.  229 

hold  the  anus  in  front  diagpnally  downward,  and 
the  arms  behind  diagonally  upward.  At  the  end 
of  four  beats  let  the  arms  be  reversed.  The  effect 
is  very  queer  and  pleasing. 

Now  suppose  that  the  two  lines  of  couples  have 
returned  up  the  outside  of  the  hall,  and  come  to- 
gether four  abreast  to  go  down  the  centre  of  the 
hall.  Let  the  two  inside  persons  suddenly  turn 
face  to  face,  raise  the  hands  high  and  make  an 
arch,  the  two  outside  persons  join  hands  and  chas- 
sez  under  the  arch  four  short  steps,  and  immedi- 
ately raise  their  hands  to  make  an  arch,  the  first 
couple  skipping  under  their  arms,  and  so  continue ; 
the  second  and  third  quartette  doing  the  same  thing, 
and  so  through  the  whole  class.  This  produces  a 
very  pleasing  effect. 

As  the  two  lines  of  couples  return  on  the  out- 
side of  tlie  hall,  instead  of  joining  hands  in  tlie 
centre  four  abreast  to  march  down  the  hall,  let  one 
line  of  couples  make  an  arch  with  their  arms,  and 
the  other  line  of  couples  chassez  or  skip  under  that 
arch,  and  then  they  in  turn  make  an  arch,  and  the 
other  line  of  couples  skip  under  their  arms,  and 
so  continue  at  pleasure. 

Again,  march  down  the  hall  in  two  lines  of 
couples,  the  lines  being  eight  feet  apart.  When  all 
the  pupils  are  in  these  two  parallel  lines,  suddenly 
stop,  and  face  towards  the  centre.     Of  course  there 


230  THE  NE\7   GYMNASTICS. 

will  be  a  double  row  of  persons  on  either  side.  Now 
let  the  two  heads  of  the  inside  lines  join  hands,  and 
leap  down  through  the  centre,  followed  by  each 
succeeding  couple.  When  they  reach  the  end  of 
the  hall,  let  them  separate  and  return  just  outside 
the  lines  left  standing.  Let  the  inside  lines  repeat 
the  figure  and  return  to  the  outside  of  the  first 
line.  Now  the  heads  of  the  four  lines  may  join 
hands,  and  leap  down  through  the  centre  and  re- 
turn the  same  way.  And  thus  the  ingenious  teacher 
may  diversify  and  vary  this  at  pleasure. 

March  down 'the  hall  precisely  as  in  the  last  move- 
ment. Let  the  two  inside  lines  join  hands,  making 
a  circle.  Outside  lines  the  same.  Now  let  the  in- 
side lines  skip  in  the  circle  to  the  left  four  beats, 
and  the  outside  lines  at  the  same  time  skip  to  the 
right  four  beats.  Listantly  stopping  with  a  smart 
stamp,  let  them  reverse,  bringing  themselves  into  the 
same  position  that  they  were  in  before  they  began 
to  skip  in  the  circle.  Now  let  the  arms  of  the  out- 
side circle  fall  over  the  heads  of  the  inside  circle, 
forming  what  in  dancing  is  called  a  basket.'  Now 
four  steps  to  the  centre  of  the  circle  and  four  retreat. 
Again  four  steps  to  the  centre  and  four  retreat. 
Now  the  foot  and  head  of  the  lines  drawing  back  a 
little  and  making  straight  lines,  the  circle  exercise 
to  close  by  repeating  the  last  figure. 

Only  a   part   of  the   marches   and  skippings  are 


THE  NEW   GYMNASTICS.  231 

given  above.  Some  of  the  most  interesting  have 
not  been  given,  because  of  the  difliculty  in  describ- 
ing them. 

As  in  our  series  of  gymnastic  exercises  for  the 
upper  part  of  the  body,  so  in  these  the  hiterest  and 
beauty  of  the  exercises  depend  upon  sharp  con- 
trasts. The  movements  most  differing  from  eacli 
other  shouhl  be  brought  into  close  proximity.  The 
order  in  which  they  have  been  given  therefore  is 
not  the  best  one.  Tlie  enterprising  teacher  will 
very  soon  learn  the  best  modes  of  combination. 


DRESS  IN  THE  INTERVALS  BETWEEN  THE 
EXERCISES. 

After  you  have  been  in  the  Gymnasium  suffi- 
ciently long  to  work  earnestly,  you  will  find,  at  the 
end  of  ten  minutes'  vigorous  play  of  the  muscles, 
that  you  are  in  a  profuse  perspiration.  To  sit  down, 
without  additional  clothing,  and  wait  for  the  leader's 
call  to  the  next  series,  is  to  secure  a  cold  and  sore 
muscles.  Every  person  should  take  into  the  Gym- 
nasium a  shawl,  a  cloak,  or  an  overcoat,  —  a  shawl 
or  blanket  is  perhaps  best.  As  soon  as  you  are 
done  with  one  series  of  movements,  wliile  resting 
and  chatting,  you  must  wrap  yourself  in  tlie  warm 
shawl.     We  ought  long   since    to   have  learned  the 


232  THE  NEW   GYMNASTICS. 

wisdom  of  tins  by  observing  the  training  of  horses  : 
at  the  close  of  an  effort,  no  matter  though  it  be  in 
August,  they  always  cover  the  animal  with  a  warm    J 
blanket.     If  you  would  secure  the  best  results,  treat 
yourself  in  the  same  way. 


LADIES'  SHORT  DRESSES. 

There  is  one  serious  drawback  upon  the  value 
of  the  gymnastic  costume  as  it  is  generally  managed. 
Ladies  wear  only  one  thin  cotton  stocking  over  the 
leg  below  the  knee.  Accustomed  to  wear  long  skirts, 
which  protect  this  part  of  the  leg  from  the  atmos- 
phere, they  take  off  this  protection,  and  then  wear 
only  one  thickness  of  thin  cotton.  This  is  a  great 
mistake,  and  ought  to  be  corrected  in  every  Gym- 
nasium. With  the  many  sorts  of  beautiful  leggings 
now  in  the  market,  there  is  no  excuse  for  such 
exposure.  Those  cloth  leggings  and  gaiters  that  fit 
the  whole  leg  accurately,  and  which  are  made  for 
the  person  after  a  measure,  and  have  rows  of  orna- 
mented buttons,  are  very  pretty,  and  perhaps,  on  the 
whole,  are  the  best  protection  that  can  be  adopted, 
though  the  knit  legging  with  a  strap  under  the  shoe 
answers  a  very  good  purpose. 


THE    NEW   GYMNASTICS.  233 

SHOES. 

You  have  determined  to  secure  a  muscular,  vijr- 
orous,  symmetrical  body.  To  this  end,  you  have 
entered  upon  a  course  of  gymnastics.  In  all  your 
exercises  in  the  Gymnasium,  as  well  as  in  tlie  hun- 
dred and  one  movements  wliich  you  daily  practise, 
you  must  use  your  feet.  They  must  support  tlie 
weight  of  the  body,  and  must  enter  largely  into 
every  effort  you  make  with  reference  to  its  training. 
If  the  feet  play  this  pivotal  part,  they  must  not  be 
distorted,  they  must  have  liberty. 

The  foot  has  not  only  a  certain  length  but  a  cer- 
tain width  ;  both  are  indispensable  to  complete  loco- 
motion. The  width  of  the  average  woman's  foot  is 
three  inches  and  three  quarters.  The  width  of  the 
man's  foot  is  half  or  three  quarters  of  an  inch 
more.  Now  it  happens  that  the  average  width  of  a 
tvoman's  sole  is  two  inches  and  a  quarter  instead 
of  three  inches  and  three  quarters  ;  so  that  the  sole 
is  an  inch  and  a  half  narrower  than  the  foot.  The 
nude  foot,  placed  upon  the  ordinary  fashionable  shoe 
sole  with  the  upper  removed,  would  press  down  over 
the  sides  of  the  sole  to  the  floor.  Cruel  fashion,  not 
less  insanely  than  in  China,  has  determined  that 
women  shall  move  and  balance  upon  this  narrow  sole, 
—  that  the  foot  shall  never  by  any  chance  spread 
out  to  its  natiiral  widtli.      That  half-crippled  gait. 


234  THE  NEW   GYMNASTICS. 

that  unsteadiness  of  movement,  that  tenderness  of 
the  joints  of  the  foot,  those  corns,  that  distortion  of 
the  toes,  the  large  toe  driven  upon  the  others  so  that 
the  joint  at  the  base  of  the  large  toe  is  thrust  out 
at  an  angle,  in  brief,  that  well-known,  compressed, 
distorted,  inflamed  condition  of  the  foot  wellnigh 
universal  among  women,  originates  in  those  narrow 
soles.  What  I  have  said  of  woman's  shoe  is  to  al- 
most an  equal  extent  true   of  man's  shoe. 

The  gait,  the  bearing,  the  whole  movements,  would 
be  so  changed  by  the  adoption  of  a  broad  sole,  giving 
complete  support  to  every  part  of  the  foot,  that, 
were  it  once  introduced,  nothing  could  ever  drive  it 
out. 

When  you  visit  the  shoemaker,  he  will  tell  you, 
"  0,  I  always  make  good  broad  soles." 

But  you  must  not  forget  that  this  is  mere  talk. 
He  means  nothing  by  it. 

If  you  really  want  a  wide  sole,  manage  in  this 
way.  Ask  the  shoemaker  to  let  you  stand  on  a  sheet 
of  paper  with  your  foot  covered  only  by  the  stocking  ; 
and,  resting  your  whole  weight  upon  that  foot,  let 
him  mark  around  it  thus  spread  out.  Take  that 
paper  home  with  you,  first  having  assured  the  shoe- 
maker, that,  if  the  solo  is  one  eighth  of  an  inch  nar- 
rower than  that  mark,  you  will  not  take  the  shoes. 
There  will  be  no  difficulty.  He  will  make  them 
right  the  first  time.     Now,  with  this  broad  sole,  the 


I 


THE   NEW    GYMNASTICS.  235 

upper  may  bo  quite  snug  ;  and  the  foot  will  really 
seem  smaller  than  it  does  when  crowded  out  over 
the  narrow  sole  of  the  present  fashionable  shoe. 

For  gymnastic  exercises  these  broad  soles  are  in- 
dispensable. 


MODERATION  IN  EXERCISE. 

Just  as  overworking  the  brain,  producing  head- 
ache and  partial  inflammation,  is  unwise,  and  al- 
ways defeats  itself,  just  so  working  too  hard  in 
the  Gymnasium  is  a  losing  game.  Begin  with  the 
performance  of  those  moderate  and  gentle  move- 
ments which  are  similar  to  many  of  the  ordinary 
movements  of  life.  Commencing  with  tliese,  add 
gradually  the  more  difficult  and  trying  efforts.  In 
two  or  three  weeks,  if  you  are  careful  to  avoid 
taking  cold  after  your  exercises,  you  will  be  able 
to  work  pretty  hard.  In  two  or  three  months  it 
will  be  very  difficult  to  find  any  attitude,  or  to  make 
any  effort,  that  will  produce  the  least  soreness  of 
muscle. 

Most  persons  in  beginning  gymnastic  exercises 
imagine  that  tlie  good  will  be  jnst  in  proportion 
to  their  efforts  ;  and  hence,  through  lameness  and 
pain,  many  become  discouraged,  and  abandon  the 
work. 


236  THE  NEW   GYMNASTICS. 

SORENESS    AFTER    EXERCISE. 

If,  during  your  first  week  in  the  Gymnasium, 
your  muscles  are  sore,  use  arnica,  which  should  be 
rubbed  over  the  skin  ;  and  if  a  joint  be  particular- 
ly tender,  it  may  be  wrapped  in  a  cloth  saturated 
with  arnica,  and  surrounded  by  a  thick  flannel  wrap- 
per, which  should  be  allowed  to  remain  during  the 
night.  This  will  very  soon  relieve  any  soreness 
which  the  exercise  may  produce. 


/  BATFIING. 

All  persons  ambitious  of  the  best  results  in  physi- 
cal training  may  use  a  daily  bath  in  cold  water. 
The  best  hour  is  generally  on  rising  in  the  morning. 
Procure  a  bathing  mat,  or  make  one  by  sewing  a 
rope  into  a  piece  of  rubber  cloth  four  or  five  feet  in 
diameter.  On  springing  out  of  bed,  spread  this  mat 
on  the  floor  close  by  your  wash-bowl,  which  should 
contain  three  or  four  quarts  of  water.  Standing  in 
the  centre  of  your  mat  with  bathing  mittens  upon 
your  hands  (the  bathing  mittens  are  simply  little 
bags  made  of  an  old  towel),  dip  into  the  bowl,  and 
apply  the  water  rapidly  to  every  part  of  the  body. 
The  bathing  mittens  will  carry  from  the  wash-bowl 
to  your  body  considerable  water.  Apply  to  the 
chest,  back  and  arms,  and  to  every  part  of  the  body. 


TIIK   NEW    GY^IXASTICS.  237 

as  rapidly  as  your  hands  can  move.  Now,  first  with 
a  soft  towel,  and  then  with  a  rough  one,  wipe  the 
I'ody  quickly,  and  with  that  vigor  and  earnestness 
which  men  display  in  wrestling  or  boxing.  Tiie  feet 
should  receive  hard  friction,  and  for  a  moment, 
standing  with  the  bottoms  of  the  feet  upon  a  seam 
in  the  carpet,  twist  them  from  side  to  side  while 
they  sustain  the  weight  of  the  body.  Nothing  will 
warm  them  so  quickly,  while  the  heat  thus  secured 
will  continue  for  some  time. 


THE   WARM   BATH. 

Once  a  week,  on  going  to  bed  at  night,  bathe  the 
body  with  warm  water  and  soap,  applying  the  soap 
freely.  The  morning  cold  bath  will  not  cleanse  the 
skin  sufficiently.  I  may  add,  that  it  is  a  good  prac- 
tice to  use  more  or  less  soap  with  every  morning- 
bath,  especially  if  you  have  but  little  exercise,  and 
therefore  perspire  but  little. 


FOOD. 

I  HAVE  always  found  my  own  health  promoted  by 
eating  but  two  meals  a  day. 

It  does  not  matter  much  about  the  hours  ;  eight 
and  two  are  good  ones.     At  one  time  for  a  whole 


V 


238  THE   NEW    GYMNASTICS. 

year  I  ate  breakfast  at  seven  and  dinner  at  half  past 
twelve,  and  found  the  results  satisfactory.  If  you 
should  take  your  breakfast  at  seven  and  your  dinner 
at  four  or  five,  you  would  flourish.  What  is  needed 
is  a  certain  amount  of  nourishing  food,  well  digested. 

I  once  knew  a  man  who  ate  but  once  in  twen- 
ty-four hours,  and  this  meal  was  always  taken  on 
going  to  bed  at  night.  He  was  a  farmer,  worked 
very  hard,  and  was  one  of  the  toughest  men  I  have 
ever  known.  I  had  in  my  service  for  some  time,  as 
a  teacher  of  gymnastics,  a  gentleman  who  is  now 
prominently  identified  with  healtli-reform  in  New 
York  City.  He  ate  but  one  meal  a  day,  and  that 
always  at  noon.     His  endurance  was  remarkable. 

It  matters  very  little  when  the  food  is  taken,  if  it 
be  taken  at  the  usual  time  or  times.  But  I  have 
no  doubt  that  two  meals  a  day  are  better  than  three. 
If,  however,  for  any  reason,  you  should  continue  to 
take  three  meals  a  day,  the  last  meal  should  be  a 
very  light  one. 

y  I  advise  that  you  use  for  breakfast  oatmeal  por- 
ridge, cracked  wheat,  brown  bread  and  butter,  baked 
apples_or_pears,  or  stewed  or  dried  fruit  of  any  kind 
(prunes  are  especially  healthy),  and,  if  a  hard  labor- 
ing man,  use  a  little  steak  or  chop.  Drink  cold 
water,  or,  what  is  better,  while  eating  drink  nothing 
at  all. 

For  dinner  use  a  piece  of  beef  or  mutton  as  large 


THE  NEW   GYMNASTICS.  239 

as  your  hand,  witli  potatoes  and  other  vegetables, 
and  brown  bread.  If  a  workingman,  you  can  take 
gravies  or  butter  with  your  meat  and  vegetables. 
Take  no  dessert  at  all,  except  it  be  fruit.  Generally 
speaking,  when  the  moment  for  the  dessert  arrives, 
you  have  already  taken  as  much  food  as  you  can 
well  digest. 

Don't  eat  too  much.  Excessive  eating  is  not  only 
common,  it  is  almost  universal.  Of  course,  an  un- 
due portion  of  the  nerve  force  is  given  to  the  stom- 
ach. If  we  give  ourselves  up  to  eating,  the  system 
soon  learns  the  habit  of  receiving  and  disposing  of 
a  very  large  amount  of  food  ;  but  it  does  this  at  the 
expense  of  brain  and  muscle. 

The  quantity  of  food  one  really  needs  is  much 
smaller  than  most  people  suppose.  You  Avill  be 
surprised,  if  you  make  an  experiment  extending  over 
six  months,  to  find  how  little  food  suffices  to  keep 
brain  and  muscle  in  the  highest  working  condition. 

I  believe  that  no  vice  among  men  subtracts  so 
much  from  their  physical  and  intellectual  vitality  as 
this  excessive  alimentation. 

Are  you  fat,  and  would  you  like  to  reduce  your 
weight  ?  Take  less  food.  Adopt  none  of  these  new- 
fangled theories  about  Icinds  of  food.  The  sorts  gen- 
erally found  upon  our  tables  constitute  a  good  and 
natural  variety,  and  you  need  not  depart  from  it  to 
reduce  your  flesh. 


240  THE  NEW   GYMNASTICS. 

Suppose  your  horse  were  too  fat,  how  would  you 
reduce  his  weight  ?  Of  course,  by  giving  him  less 
food.  Just  as  surely  as  such  cutting  off  of  the  sup- 
plies in  the  case  of  your  horse  would  lessen  his 
weight,  just  so  surely  it  will  lessen  yours.  I  know 
what  you  say  about  this, —  that  you  eat  less  than 
others,  and,  no  matter  how  little  you  eat,  you  still 
grow  fatter  and  fatter.  This  is  all  a  mistake.  If 
you  reduce  your  rations  one  quarter,  and  after  a 
month  reduce  it  one  eighth  or  one  fourth  more,  and 
so  continue  for  six  months,  you  will  succeed  in  re- 
ducing yourself  to  any  weight  you  may  reasonably 
desire.  I  have  tried  this  myself.  I  have  advised 
scores  of  friends  to  try  it.  I  never  knew  a  patient 
effort  to  fail.  In  my  own  case  I  have  observed  the 
following :  Ordinarily  my  weight  is  two  hundred 
pounds ;  but  I  have  from  time  to  time  seen  good 
reason  for  reducing  it  to  one  hundred  and  eighty, 
and  have  always  succeeded  in  effecting  this  reduc- 
tion in  about  one  month,  without  any  inconvenience. 
During  the  first  two  or  three  days,  there  is  a  little 
hunger  ;  but  after  tliat  there  is  even  less  of  it  than 
when  I  am  indulging  in  full  feeding. 

But  here  comes  a  lean  man.  He  says  it  is  easy 
enough  to  make  fat  folks  lean,  but  what  shall  lean 
people  do  to  become  fat  ?  This  is  not  so  easy,  but 
nevertheless  is  generally  quite  manageable.  These 
are  the  rules  :    Go  to  bed  at  nine  o'clock,  and  rise  in 


THE   KEW   GYMNASTICS.  241 

the  moniiiig  at  six."  On  going  to  bed,  drink  one  or 
two  tumblers  of  cold  water.  Do  the  same  on  risin<>" 
in  the  morning.  Eat  such  food  as  I  have  advised 
above  in  pretty  generous  quantities.  Lie  down  and 
sleep  an  hour  in  the  middle  of  the  day.  Bathe 
frequently.  Breathe  a  good  atmosphere,  especially 
while  sleeping.  Repeat  all  the  funny  stories  you 
can  hear,  and  laugh  hcai'tily  over  them  yourself. 
Seek  jolly  society.  Keep  up  a  jolly  frame  of  mind. 
Practise  moderate  exercise  in  the  open  air. 


DRINKS. 

If  you  would  acquire  the  highest  muscular  con- 
ditions, avoid  tea,  coffee,  and  other  warm  drinks  ; 
use  nothing  but  cold  water,  and  this  even  in  very 
moderate  quantities  while  you  are  eating.  Don't 
help  the  food  into  your  stomach  with  any  fluid 
other  than  the  saliva.  It  will  be  recollected  by 
those  who  have  read  the  details  of  the  training 
which  boxers,  j^edestrians,  boat-racers,  and  other 
similar  persons  practise,  that  warm  drinks  are  al- 
ways avoided.  It  is  impossible  to  reach  the  best 
results,  either  physical  or  mental,  while  using  tea 
and  coffee. 

The  best  way  to  secure  the  water  necessary  to 
carry  on  the  functions  of  the  internal  economy  is 
11  p 


242  THE  NEW   GYiMNASTICS. 

to  drink  freely,  on  rising  in  the  morning,  say  one 
or  two  tumblers,  and  the  same  on  lying  down  at 
night. 


CONDIMENTS. 

To  the  gymnastic  student  I  would  say,  you  may 
take  with  your  food  salt,  pepper,  spice,  ginger,  cin- 
namon, nutmegs,  cloves,  mustard,  oil,  or  other  ordi- 
nary condiments,  in  very  moderate  quantity.  All  of 
these  are  more  favorable  to  physical  development 
than  sugar.  Use  sugar  and  syrup,  if  at  all,  with 
great  moderation.  If  you  are  determined  to  reach 
the  best  results,  abandon  them. 


THE    NEW    GYMNASTICS 


AS    AN 


INSTRUMENT    IN    EDUCATION. 

A  Lecture  delivered  before  the   British  College  of  Preceptors,  London, 
March  7,  1S64,  by  Moses  Coit  Tylkr,  M.  A. 

Mr.  Chairman,  Ladies,  axd  Gentlemen:  — 

The  mind  of  Lord  Bacon,  brooding  over  and 
metliodizing  all  knowledge  within  the  reach  of  man, 
has  indicated  the  boundaries  and  the  relations  of 
physical  culture,  in  the  following  sentences  which  I 
extract  from  ^' The  Advancement  of  Learning": 
"  The  good  of  a  man's  body  is  of  four  kinds,  — 
health,  beauty,  strength,  and  pleasure."  Hence  tlie 
knowledge  that  "  concerneth  his  body  is  medicine,  or 
art  of  cure ;  art  of  decoration,  w^hich  is  called  cos- 
metique ;  art  of  activity,  which  is  called  athletique  ; 
and  art  voluptuary,  which  Tacitus  truly  calls  '  erudl- 
tus  luxus.'' "  And  after  several  paragraphs  in  ex- 
position of  the  first  two  branches  of  bodily  knowl- 
edge, he  continues :  "  For  athletique,  I  take  the 
subject  of  it  largely,  for  any  point  of  ability  where- 
iinto  the  body  of  man  may  be  brought,  whetlier  it  be 
of  activity  or  of  patience ;  whereof  activity  hath  two 


244  THE  NEW   GYMNASTICS. 

parts,  strength  and  swiftness ;  and  patience  likewise 
hath  two  parts,  hardness  against  want  and  extrem- 
ities, and  endurance  of  pain  or  torment Of  these 

things  the  practices  are  known,  but  the  philosophy 
that  concerneth  them  is  not  much  inquired  into." 

I  am  quite  sure  that  I  do  not  need  to  consume  the 
time  of  my  auditors  on  this  occasion  with  any  labored 
arguments  to  convince  them  of  the  importance  of 
physical  culture.  Certainly  I  may  be  allowed  to 
take  this  for  granted,  —  that  all  intelligent  educators 
in  this  age  are  thoroughly  persuaded  that  the  body 
needs  education  as  truly  as  does  the  mind ;  that  this 
process  of  bodily  education  should  commence  and 
continue  with  that  of  the  mind ;  and  perhaps  I  may 
be  indulged  in  the  expression  of  the  opinion,  that  if 
the  general  practice  does  not  yet  equal  the  general 
belief  upon  this  subject,  it  is  owing  to  certain  in- 
evitable obstructions  presented  by  the  current  meth- 
ods of  carrying  this  belief  into  effect,  rather  than 
to  any  lack  of  sincerity  in  the  belief.  If  those 
methods  were  more  practicable,  they  would  be  more 
practised. 

At  the  same  time,  it  has  seemed  to  me  that  there 
might  be  a  real  advantage  gained  if  I  were  to  make, 
as  the  basis  of  my  address  this  evening,  a  very  brief 
sketch  of  the  historical  and  literary  anfecedents  of 
this  important  department  of  education,  thereby  in- 
dicating both  the  opinions  and  the  proceedings  of 


THE    NEW    GYMNASTICS.  245 

other  ages  and  otlicr  nations  upon  the  sul)ject.  I 
shall  paint  this  sketch  as  a  sort  of  consecrating  back- 
ground to  my  picture  of  ''  The  New  Gymnastics  as 
an  Instrument  in  Education." 

In  searching  for  the  first  developments  of  the  art 
of  gymnastics,  we  must  be  content  to  2:0  to  that 
small  but  sacred  spot  of  earth  whither  we  are  ob- 
liged to  look  for  the  germs  of  all  our  science,  art, 
and  song.  For,  although  traces  of  a  crude  athletic 
practice  are  to  be  found  among  the  Hebrews  and 
many  of  the  early  Asiatic  tribes,  it  was  in  Greece 
that  gymnastic  cultivation  first  received  that  system- 
atic attention  which  raised  it  to  its  true  rank  among 
the  liberal  arts. 

The  Greek  education  was  divided  into  two 
branches,  which  comprehended  their  entire  disci- 
plinary method  either  in  youth  or  maturity ;  and 
these  two  branches  were,  gymnastics  for  the  body, 
and  music  (by  which  they  meant  the  topics  presided 
over  by  all  the  nine  Muses,  such  as  history,  poetry, 
mathematics,  painting,  logic,  rhetoric,  (tc.)  for  the 
mind.  They  placed  the  subject  of  gymnastics  first, 
and  they  always  kept  it  first.  In  their  view  the  edu- 
cation of  the  liody  was  in  the  front,  both  logically 
and  chronologically.  Any  one  familiar  with  the  facts 
descriptive  of  Greek  education  related  by  Grote,  or 
Thirlwall,  or  ^Nlitford,  will  be  quite  prepared  to  accept 
the   statement   of  the   "  Encyclopaedia   Britannica," 


246  .    THE   NEW    GYMNASTICS. 

"which  asserts  that  "  the  Greeks  bestowed  more  time 
upon  the  gymnastic  training  of  their  youth  than 
upon  all  the  other  departments  put  together."  The 
following  sentence  from  the  profound  and  elaborate 
work  of  Mr.  Grote  describes  the  supreme  devotion 
paid  to  gymnastics  in  Sparta,  and  reflects  to  a  cer- 
tain extent  the  prevailing  practice  of  all  the  other 
Hellenic  States :  "  From  the  early  age  of  seven 
years,  throughout  his  wliole  life  as  youth  and  man 
no  less  than  as  boy,  the  Spartan  citizen  lived  habit- 
ually in  public,  always  either  himself  under  drill, 
gymnastic  and  military,  or  as  a  critic  and  spectator 
of  others."  And,  in  another  part  of  his  history,  the 
same  distinguished  scholar  assures  us  that  "  the 
sympathy  and  admiration  felt  in  Greece  towards  a 
victorious  athlete  was  not  merely  an  intense  senti- 
ment in  the  Grecian  mind,  but  was  perhaps,  of  all 
others,  the  most  wide-spread  and  Panhellenic."  And 
Bishop  Potter,  in  the  first  volume  of  his  "  Antiqui- 
ties," confirms  this  by  the  declaration  that  "  such  as 
obtained  victories  in  any  of  their  games,  especially 
the  Olympic,  were  universally  honored,  almost 
adored."  Without  entering  further  into  details,  it 
may  be  sufficient  to  say,  that  we  have  abundant  evi- 
dence to  assure  us  that  the  art  of  gymnastics  was  held 
in  the  highest  honor  throughout  Greece.  It  was  rec- 
ognized and  sustained  by  the  State.  Solon  intro- 
duced into  his  code  a  special  series  of  laws  for  its 


THE   NEW    GYMNASTICS.  247 

protection.  The  art  was  consecrated  1)y  every  senti- 
ment, religions,  literar}',  and  domestic.  Certain  of 
the  gods  were  regarded  as  the  peculiar  patrons  of  the 
gymnasium.  The  teacliers  of  morals  discoursed  of 
attention  to  physical  exercise  as  a  distinct  virtue, 
calling  it  aperi]  yv/ni^aartKi],  the  gymnastic  virtue. 
The  great  historic  sects  in  Grecian  philosopliy  took 
their  titles  from  tlie  gymnasia,  where  they  were  first 
expounded.  Moreover,  he  wlio  should  excel  in  gym- 
nastics thereby  won  higli  personal  distinction  and  the 
most  honorable  rewards  of  the  State.  Tluis  in  tlie 
mind  and  life  of  a  Grecian  in  the  ancient  time,  gym- 
nastics intwined  themselves  with  all  his  ideas  of  in- 
dividual culture  and  personal  dignity,  piety,  beauty, 
health,  prowess,  literary  power,  philosophy,  and  po- 
litical renown. 

We  have  not  the  same  temptation  to  linger  over 
the  story  of  Roman  gymnastics.  With  regard  to  the 
position  of  bodily  culture  in  the  Roman  })lan  of  edu- 
cation, there  is  the  testimony  of  Eschenberg,  who 
affirms  that  corporal  exercises  were  viewed  by  theiTi, 
especially  in  the  earlier  times,  as  a  more  essential 
object  in  education  than  the  study  of  literature  and 
science.  This  is  a  sentence  which  glances  both 
ways.  It  may  mean  that  their  devotion  to  gymnas- 
tics was  very  great ;  it  may  hint  that  their  apprecia- 
tion of  literature  and  science,  at  tlie  period  referred 
to,  was  very  small.     However,  it  seems  evident  that, 


248  THE   NEW    GYMNASTICS. 

prior  to  the  time  of  the  emperors,  the  gymnastics  in 
vogue  were  of  a  rude  character,  having  chief  refer- 
ence to  the  discipline  of  military  recruits,  and  to  the 
exigencies  of  certain  athletic  games  like  the  Con- 
sualia.  Scientific  gymnastics  came  in  with  the  im- 
portation of  other  Greek  ideas  by  the  conquerors. 
The  first  gymnasium  at  Rome  is  said  to  have  been 
built  by  Nero.  Still  the  Greek  gymnastics  never 
became  thoroughly  naturalized  and  assimilated 
among  the  Roman  people.  The  art  seemed  a  fair 
but  unprosperous  exotic ;  and,  after  serving  a  tem- 
porary purpose  in  tlie  hands  of  scholars  and  gentle- 
men, it  subsided  into  the  brutality  of  pugilism  and 
gladiatorship,  and  finally  expired  in  the  general 
wreck  of  the  Imperial  State. 

The  lost  art  rose  again,  after  its  slumber  of  cen- 
turies, with  the  dawii  of  Chivalry,  but  in  an  altered 
garb  and  tone.  The  mediseval  gymnastics  very  nat- 
urally took  their  methods  from  the  chivalric  spirit. 
Fencing,  wrestling,  vaulting,  boxing,  the  sword  ex- 
efcise,  horsemanship,  and  the  dance,  now  held  the 
place  in  men's  regard  once  occupied  by  the  old 
Greek  Pentathlon ;  and  these  forms  of  gymnastics 
revived  the  ancient  credit  of  physical  culture,  and 
were  accorded  the  universal  devotion  of  princes,  and 
noblemen,  and  poets,  and  artists.  Tasso,  Da  Vinci, 
and  Albert  Dlirer  were  among  the  renowned  gym- 
nasts of  the  period. 


Tin:   NEW    GYMNASTICS.  249 

From  the  decline  of  Chivaliy,  onward  through  the 
sixteeiitli,  seventeenih,  and  eighteenth  centuries,  the 
practice  of  gymnastics  fell  more  and  more  into  dis- 
use ;  many  forms  of  exercise  became  quite  obsolete, 
—  only  the  limited  methods  of  sparring  and  fencing 
seemed  to  remain  in  the  memory  of  educators.  The 
allusions  to  gymnastics,  scattered  through  our  Eng- 
lish literature  of  the  period,  abundantly  prove  to  how 
slight  and  contracted  a  scheme  the  once  elaborate 
Art  of  Gymnastics  had  become  reduced. 

But  although  the  practical  details  of  gymnastics 
may  have  relaxed  their  hold  upon  human  attention, 
the  theoretical  standing  of  physical  culture,  in  any 
comprehensive  plan  of  education,  was  on  all  hands, 
by  all  respectable  writers  in  the  principal  languages 
of  Europe,  most  abundantly  and  emphatically  as- 
serted. The  renowned  scholar,  J.  F.  Scaliger,  pub- 
lished at  Lyons,  in  loGl,  a  work  entitled  "  The  Art 
of  Gymnastics."  Four  years  later,  Leonard  Fuchs 
put  forth  at  Tlibingen  a  treatise  on  "  Movement  and 
Repose  "  ;  and,  in  ten  years  from  that  date,  Ambrose 
Pare  issued  at  Paris  a  work  with  the  same  title.  Li 
the  same  year,  at  Cologne,  Jules  Alessandrini  pub- 
lished a  work  in  twenty-three  books,  called  "  The  Art 
of  Preserving  Health."  And,  tracing  the  literature 
of  the  subject  onward  through  the  succeeding  one 
hundred  and  fifty  years,  we  find  similar  productions 
by  Borelli,  Brisseau,  Paulline,  Stahl,  Hoffmann,  and 
n  * 


250  THE   NEW   GYMNASTICS. 

Burette.  It  is  pleasant  to  find  a  distinct  and  very- 
earnest  statement  of  the  claims  of  physical  educa- 
tion in  a  continental  writer  who  lived  before  Shak- 
speare,  and  whom  we  happen  to  know  Shakspeare 
read  and  loved.  For  in  a  very  brilliant  essay  by 
Montaigne  on  the  education  of  youth,  occurs  this 
passage :  ''  I  would  have  a  boy's  outward  behav- 
ior and  the  disposition  of  his  limbs  formed  at  the 
same  time  with  his  mind.  It  is  not  a  soul,  it  is  not 
a  body,  that  we  are  training  up ;  it  is  a  man,  and  we 
ought  not  to  divide  him  into  two  parts." 

Turning  from  the  continental  languages  to  our 
own,  we  are  proud  and  grateful  to  discover  that  Eng- 
lish literature,  so  rich  in  philosophy  and  poetry,  and 
in  the  gems  of  perfect  speech,  is  by  no  means  beliind 
other  literatures  in  the  department  of  Physical 
Education. 

Let  it  never  be  forgotten  by  us  that  the  first  book 
ever  written  in  our  English  tongue  on  education  was 
on  Physical  Education ;  and  so  long  ago  as  1540,  in 
the  reign  of  Henry  VIII.,  and  by  no  less  a  man  than 
Sir  Nicolas  Bacon,  who  is  said  to  have  trained  Eliz- 
abeth to  empire.  I  have  already  shown  tliat  his  il- 
lustrious son.  Lord  Bacon,  did  not  neglect  this  al- 
cove of  liuman  thought  and  knowledge ;  and  no  one 
at  all  acquainted  with  his  pages  can  have  failed  to 
observe  how  thoughtfully  and  reverently  he  consid- 
ered the   body's  welfare,  speaking  of  "  the  human 


THE  NEW   GYMNASTICS.  "251 

organization  as  so  delicate  and  so  varied,  like  a  musi- 
cal instrument  of  complicated  and  exquisite  work- 
manship, and  easily  losing  its  harmony." 

The  next  important  work  in  Engliish  literature 
upon  this  subject  is  ^lilton's  Tract  on  Education. 
In  this  most  eloquent  essay  the  great  bard  defnies 
education  as  "  that  which  fits  a  man  justly, -skilfully, 
and  magnanimously  to  perform  all  the  offices,  both 
private  and  public,  of  peace  and  war'';  and  after 
recommending  a  plan  "  likest  to  those  ancient  and 
famous  schools  of  Pythagoras,  Plato,  Isocrates,  and 
Aristotle,  and  such  others,  out  of  which  were  bred 
such  a  number  of  renowned  philosophers,  orators, 
historians,  poets,  and  princes,  all  over  Greece,  Italy, 
and  Asia,"  he  claims  that  his  own  method  should 
exceed  them,  and  "  supply  a  defect  as  great  as  that 
which  Plato  noted  in  the  commonwealth  of  Sparta ; 
whereas  that  city  trained  up  their  youth  most  for 
war,  and  these  in  tlieir  Academies  and  Lyceums  all 
for  the  gown,  this  institution  of  breeding  shall  be 
equally  good  both  for  peace  and  war.  Therefore, 
about  an  hour  and  half  ere  they  eat  at  noon  should 
be  allowed  them  for  exercise,  and  due  rest  after- 
wards  The  exercise  which  I  commend  first  is 

the  exact  use  of  their  weapon,  to  guard  and  to  strike 
safely  with  the  edge  or  point ;  this  will  keep  them 
healthy,  nimble,  strong,  and  well  in  breath  ;  is  also 
the  likeliest  means  to  make  them  grow  large  and 


252  THE  NEW  GYIINASTICS. 

tall,  and  to  inspire  tliem  with  a  gallant  and  fearless 
courage,  which,  being  tempered  with  seasonable  lec- 
tures and  precepts  to  them  of  true  fortitude  and  pa- 
tience, will  turn  into  a  native  and  heroic  valor,  and 
make  them  hate  the  cowardice  of  doing  wrong. 
They  must  be  also  practised  in  all  the  locks  and 
gripes  of  wrestling,  wherein  Englishmen  were  wont 
to  excel,  as  need  may  often  be  in  fight  to  tug,  to 
grapple,  and  to  close.  And  this  will  perhaps  be 
enough  wherein  to  prove  and  heat  their  strength." 

Advancing  to  the  next  prominent  English  writer 
upon  education,  we  come  to  the  calm  and  judicious 
works  of  John  Locke ;  and  no  one  will  be  surprised 
to  hear  that  Locke's  scheme  of  education  recognized 
the  value  of  full  attention  to  the  development  of  the 
bodily  health  and  vigor. 

"  A  sound  mind  in  a  sound  body,"  remarks  this 
great  philosopher  in  his  treatise  entitled  "  Some 
Thoughts  concerning  Education,"  "  is  a  short  de- 
scription of  a  happy  state  in  this  world.  He  that  has 
these  two  has  little  more  to  wish  for ;  and  he  that 
wants  either  of  them  will  be  but  little  the  better  for 
anything  else.  Men's  happiness  or  misery  is  most 
part  of  their  own  making.  He  whose  mind  directs 
not  wisely  will  never  take  the  right  way ;  and  he 
whose  body  is  crazy  and  feeble  will  never  be  able  to 
advance  in  it." 

The  foregoing  authorities  from  our  earlier  English 


THE  NEW   GYMNASTICS.  253 

literature  are  enougli  to  indicate  what  I  desired  to 
represent,  —  namely,  that  the  department  of  Phys- 
ical Education  has  an  honorable  and  unquestion- 
able basis  in  the  recognition  of  the  most  illustrious 
writers  of  the  English  language  ;  and  it  will  be  suffi- 
cient for  me  to  add,  that  every  important  writer  on 
education,  from  John  Locke  to  Horace  Mann  and 
Herbert  .Spencer,  has  reiterated,  in  a  great  variety 
of  forms,  and  with  the  use  of  erudition  and  logical 
appeal,  these  earlier  claims  on  behalf  of  Physical 
Education. 

I  think  no  one  can  have  accompanied  me  to  the 
present  point  in  my  address  without  having  forced 
upon  his  mind  this  thought,  —  the  extraordinary 
contrast  between  theory  and  practice,  with  reference 
to  physical  culture  in  our  modern  systems  of  educa- 
tion, especially  in  England  and  America.  I  have 
just  made  reference  to  our  greatest  and  most  in- 
fluential writers  on  education,  all  enforcing  the 
claims  of  physical  culture ;  and  yet,  wlien  we  look 
at  the  facts  as  they  stand  before  our  eyes  on  every 
hand,  we  must  acknowledge  that  these  claims  are 
strangely  disregarded.  It  may  seen!  a  very  bold 
statement,  but  it  has  been  made  ))y  wise  and  cautious 
tongues,  that  our  modern  education  practically  ig- 
nores the  body,  practically  forgets  that  boys  and 
girls,  who  are  its  subjects,  are  endowed  with  corporeal 
natures,  for  the  healtliful,  vigorous,  and  symmetrical 
development  of  which  it  is  strictly  responsible. 


254  THE   NEW   GYMNASTICS. 

I  do  not  doubt  the  existence  of  many  beautiful 
and  cheering  exceptions  to  this  rule.  I  know,  also, 
that  these  exceptions  are  happil}^  increasing.  But 
up  to  latest  dates,  the  vast  majority  of  educational 
institutions,  both  in  Great  Britain  and  America,  have 
failed  to  recognize  the  true  position  of  physical  cul- 
ture in  tlie  work  of  education.  Take  London  alone. 
Bringing  schools  of  every  grade  into  the  account,  the 
general  rule  is,  that  bodily  culture  is  either  wholly 
unprovided  for,  or,  at  best,  is  left  to  the  option  of 
each  pupil ;  and  even  when,  in  exceptional  cases, 
bodily  exercise  is  made  imperative,  the  amount  re- 
quired bears  no  proportion  to  the  efforts  made  for 
intellectual  exercise.  Now,  I  must  strenuously  af- 
firm, that  this  is  not  recognizing  the  true  position  of 
physical  culture.  And  I  venture  to  lay  down  the 
proposition,  that  physical  culture  will  not  receive 
its  true  recognition  until  every  school  is  founded  on 
the  creed,  that  the  body  is  as  essentially  the  subject 
of  its  educational  care  as  the  mind,  requiring  for  its 
development  scientific  preparation  and  earnest  con- 
scientious practice  ;  that  physical  exercise  should  not 
be  left  as  an  optional  thing,  but  should  be  made  an 
integral  part  of  every  day's  hearty  work ;  moreover, 
that  this  branch  of  education  should  in  every  instance 
be  conducted  by  wise,  well-educated,  and  competent 
masters,  and  should  be  no  more  committed  to  the 
undirected  efforts,  to  the  whims  and  hap-hazard  ex- 


THE   NEW    GYMNASTICS.  255 

pcrimciits  of  tlic  pupils,  than  should  geometry  or 
grammar ;  and  consequently  and  finally,  that  it  is  as 
absurd  to  establish  a  school,  omitting  to  make  pro- 
vision for  adequate  gymnastic  education,  as  it  would 
be  to  invite  pupils  to  a  school  in  which  no  arrange- 
ments were  made  for  desks,  forms,  chairs,  books,  pens, 
maps,  or  paper.  In  short,  the  word  ''  education " 
should  be  understood  to  embrace  in  its  operation  our 
entire  nature,  mental  and  physical ;  both  depart- 
ments advancing  together  hand  in  hand,  mutually 
respectful,  helpful,  and  tolerant.  Bodily  culture 
should  be  received  as  an  equal  and  an  honored  oc- 
cupant in  the  great  Temple  of  Education,  not  kept 
standing  upon  the  doorsteps  like  a  shivering  beggar, 
nor  thrust  down  into  the  scullery,  as  if  it  vvere  some 
servant  of  dirty  work. 

But,  having  spoken  of  the  vast  and  startling  dis- 
crepancy between  theory  and  practice  in  our  modern 
education  with  reference  to  physical  culture,  I 
hasten  to  express  the  opinion  that  this  is  a  phe- 
nomenon, for  which  the  conductors  of  schools  cannot 
generally  be  censured.  I  am  convinced  that  it  has 
been  chiefly  owing  to  the  low  tone  of  public  appre- 
ciation upon  this  subject,  whereby  schoolmasters 
have  lacked  the  encouragement  and  support  of  par- 
ents in  any  efforts  to  bring  this  department  up  to  its 
proper  level ;  and  second,  to  certain  radical  faults  in 
the  common  methods  of  bodily  culture,  whicli  have 


256  .  THE   NEW   GYMNASTICS. 

rendered  their  general  adoption  either  inconvenient, 
undesirable,  or  impossible.  I  claim  the  right  to  bear 
this  testimony.  It  is  an  honest  one,  —  not  given 
with  any  purpose  of  empty  compliment.*  It  is  my 
constant  duty  and  privilege  to  be  thrown  into  con- 
versation with  teachers  ;  and  I  can  truly  say,  that  I 
generally  find  them  anxious  to  realize  a  higher 
standard  of  practice  in  the  department  than  they 
have  yet  attained,  but  trammelled  and  thwarted  by 
these  practical  difficulties  to  which  I  have  made  al- 
lusion. 

Perhaps  the  fundamental  remedy  for  this  is  direct 
and  energetic  action  upon  the  general  mind  of  the 
nation,  to  inform  it  more  thoroughly  of  the  reasons 
for  bodily  education,  and  to  imbue  it  with  more 
earnest  convictions  as  to  the  duty  of  parents  in  sus- 
taining schoolmasters  in  their  efforts  to  attend  prop- 
erly to  the  subject.  We  must  create  a  public  senti- 
ment for  educational  gymnastics.  From  pidpit  and 
platform  and  lecture-desk  and  printed  column,  there 
must  stream  a  current  of  knowledge  and  influence 
for  physical  regeneration,  which  shall  place  the  cause 
upon  its  proper  basis  in  the  intelligence  and  moral 
sense  of  the  Anglo-Saxon  race. 

But,  as  I  have  already  intimated,  even  when  other 
difficulties  are  removed,  obstacles  frequently  occur, 
arising  from  the  methods  of  gymnastic  practice  com- 
monly used.     The  old  system  of  heavy  gymnastics, 


*  THE   XEW    GYMNASTICS.  257 

with  its  fixed  beams,  bars,  ladders,  swings,  and 
wooden  horses,  requires  a  considerable  outlay  for  its 
construction  ;  but,  more  than  all,  requires  a  largo 
room  for  its  occupation.  Ours  is  a  civilization  of 
large  cities ;  space  is  precious ;  and  any  system 
which  is  to  meet  the  wants  of  the  time  must  be  so 
very  simple  in  its  machinery  as  to  be  capable  of  in- 
troduction wherever  there  is  standing  room.  The 
civilization  of  precious  space  will  not  be  a})t  to  give 
up  room  for  bulky  systems,  no  matter  how  good. 
The  gymnastics  must  be  adapted  to  the  civilization : 
the  civilization  will  not  adapt  itself  to  the  gymnas- 
tics. When,  therefore,  from  want  of  room  or  other 
cause,  teachers  have  been  obliged  to  forego  this 
heavy  system,  and  have  resorted  to  the  method 
technically  called  "  drilling,"  as  administered  by  a 
"  drill-sergeant_,"  they  have  frequently  been  aware 
of  a  difficulty  of  the  very  opposite  character,  viz. 
that  tlie  method  was  too  light,  and  apparently  super- 
ficial, besides  soon  becoming  monotonous  and  unin- 
teresting,—  so  obviously  inadequate  as  a  means  of 
physical  culture,  that  they  not  seldom  begrudged  the 
time  which  they  gave  to  it. 

Accordingly,  in  very  many  cases,  masters,  dissat- 
isfied with  both  experiments,  have  been  obliged  to 
content  themselves  by  encouraging  the  usual  games 
of  tlie  playground,  if  they  are  so  fortunate  as  to  liave 
a  playground ;  although  conscious  that  these  sports 

Q 


258  THE   NEW   GYMNASTICS.  ' 

are  by  no  means  a  realization  of  physical  education, 
and  especially  that  they  do  not  counteract  the  worst 
tendencies  of  the  school-room,  viz.  the  tendencies  to 
stooping  shoulders  and  narrow  chests. 

It  is  at  just  this  angle  of  thought  that  I  desire  to 
bring  to  your  notice  a  new  system  of  gymnastics, 
which  has  been  devised  by  an  eminent  medical  man, 
and  a  practical  educator  of  our  time,  for  the  very 
purpose  of  filling  up  this  lamentable  chasm  in  our 
modern  educational  practice,  —  a  system  which  has 
now  undergone  the  test  of  several  years'  rigorous 
experiment,  and  has  come  forth  from  the  trial  with 
success. 

This  system  is  at  the  present  time  attracting  atten- 
tion in  England  under  the  name  of  "  Musical  Gym- 
nastics." It  was  constructed  by  Dio  Lewis,  M.  D., 
of  Boston,  Mass.,  a  physician  and  medical  writer  of 
great  renown  in  his  native  land. 

I  shall  now  endeavor  to  describe  to  you  this  very 
original  and  novel  system ;  and  to  point  out  several 
particulars  in  which  it  seems  to  me  beautifully 
adapted  to  meet  our  modern  wants. 

I  shall  first  attempt  a  verbal  description ;  but,  as 
words  can  but  poorly  portray  movements  so  unique 
as  those  whicli  constitute  this  system,  I  have  brought 
with  me  several  of  my  juvenile  pupils,  who  will  pre- 
sent to  you,  after  my  lecture,  some  characteristic 
specimens  of  the  method.     Let  it  be  said,  then,  in 


THK    NEW    GYMNASTICS.  259 

brief,  that  the  new  gymnastics  differ  from  all  preced- 
ing systems  as  regards  the  apparatus  employed,  the 
mode  of  the  employment,  and  the  results  attending 
employment.  The  system  discards,  at  once  and 
totally,  the  heavy,  complicated  machinery  of  the  old 
gymnasium,  and  adopts  instead  light  wooden  rings, 
wooden  rods,  wooden  dumb-bells,  and  wooden  cluljs. 
None  of  these  implements  are  attached  to  post,  or 
wall,  or  ceiling ;  but  each  is  merely  held  in  the  hand 
when  used,  and  laid  aside  when  the  exercises  con- 
nected with  it  are  performed.  Furthermore,  the 
exercises  which  this  simple  apparatus  involves  are 
elaborated,  with  a  vieW'  to  their  physiological  value, 
in  distinct  sets ;  each  exercise  has  its  own  invariable 
place  in  the  series  to  which  it  belongs ;  all  are 
adapted  to  quick  and  stirring  music ;  they  combine 
almost  infinite  variety  with  consummate  simplicity 
and  precision  ;  and,  finally,  they  admit  of  being  per- 
formed in  drawing-room,  school-room,  or  hall,  wher- 
ever there  is  space  sufficient  for  outspread  arms,  in 
a  manner  the  most  graceful,  pleasing,  and  ap- 
propriate. 

With  your  permission,  I  shall  now  go  over  these 
statements,  and  develop  them  somewhat  more  in 
detail. 

And,  first,  concerning  the  machinery  of  the  new 
system.  There  have  been  two  difficulties  in  con- 
structing a  system  of  gymnastics  which  should  be 


260  THE   NEW   GYMNASTICS. 

capable  of  universal  diffusion.  On  the  one  hand,  if 
the  method  was  thorough,  the  apparatus  was  too 
elaborate,  too  costly,  and  absorbed  too  much  space ; 
on  the  other  hand,  if  the  apparatus  was  simple,  the  ex- 
ercises failed  in  thoroughness,  variety,  and  prolonged 
interest.  It  seems  to  me  that  Dr.  Lewis's  system 
happily  and  ingeniously  reconciles  both  extremes 
of  difficulty.  It  will  not  be  laborious  to  prove  to  you 
that  the  apparatus  is  simple.  One  of  my  boys  has 
brought  here  to-night,  in  his  hands,  four  gymna- 
siums. The  apparatus  is  so  slight  and  inexpensive 
that  the  humblest  primary  school  can  afford  to  get 
them,  and  can  find  room  to  use  them.  And  with 
these  simple  and  uncostly  implements  are  connected 
a  vast  multitude  of  the  most  varied,  powerful,  and 
graceful  movements,  bringing  into  play,  under 
healthful  conditions^  every  muscle,  joint,  and  mem- 
ber of  the  human  body.  Perhaps  the  greatest  en- 
comium to  be  pronounced  on  Dr.  Lewis  is,  that  he 
has  struck  a  vein  which  every  teacher  can  go  on 
working  without  end  :  he  has  indicated  a  path  which 
leads  to  perpetual  additions  of  exercise  conceived  in 
his  spirit,  but  presenting  constant  variety  to  the 
pupil.     So  much  for  the  apparatus.     . 

Second,  concerning  the  mode  of  its  employment. 
Under  this  head  there  are  several  particulars  to 
which  I  wish  to  direct  your  attention.  And  the  first 
has  reference  to  a  gymnastic  principle,  interpreted  by 


THE  NEW   GYMNASTICS.  261 

a  law  ill  mechanics.  Momentum  is  made  up  of  two 
factors,  weight  and  velocity.  Allowing  momentum 
to  remain  the  permanent  quantity,  the  greater  the 
weight,  the  less  the  velocity ;  and,  conversely,  the 
greater  the  velocity,  the  less  must  be  the  weight. 
Passing  over  to  the  realm  of  gymnastics,  that  term 
which  corresponds  to  momentum  is  the  amount  of 
exertion  each  one  is  capable  of  putting  forth  with 
safety ;  and  it  is  plain,  that,  if  you  have  heavy 
weights,  you  must  have  slow  movements  ;  and,  on 
the  contrary,  if  you  would  have  rapid  movements, 
you  must  have  light  weights.  It  costs  as  much  effort 
to  pass  a  light  body  through  the  air  swiftly,  as  it  does 
to  pass  a  heavy  one  slowly.  Now,  the  more  com- 
mon idea  in  our  modern  gymnastics  has  been  to  give 
prominence  to  weight.  How  many  pounds  can  you 
put  up  ?  what  vast  herculean  burden  can  you  car- 
ry ?  have  been  the  test  questions,  and  have  indicated 
the  direction  of  the  average  gymnastic  ambition. 
But  the  new  system  inverts  this  order,  and  seeks  to 
give  prominence  to  the  idea  of  velocity  in  gymnastics 
rather  than  of  weight;  It  claims  that  a  better  mus- 
cular result  is  obtained  by  this  method.  It  claims 
that,  while  huge  lifting  power  is  quite  desirable  for 
those  who  design  following  the  profession  of  a  porter, 
or  a  hod-carrier,  or  a  coal-heaver,  it  is  not  so  im- 
portant, for  ladies  and  gentlemen  in  the  more  usual 
avocations  of  life,  as  flexibility,  grace,  ease,  fineness 


262  THE  NEW  GYMNASTICS. 

rather  than  massiveness,  poise,  perfect  accuracy  and 
rapidity  of  muscular  action,  and  a  general  diffusion 
of  muscular  vigor.  Dr.  Lewis  is  fond  of  illustrat- 
ing the  differentia  in  the  systems  —  on  the  one  hand 
of  weight,  on  the  other  hand  of  velocity  —  by  point- 
ing to  the  van-horse,  with  his  vast  tliough  stiff 
muscles,  with  his  slow,  ponderous,  elephantine 
movements,  just  fit  to  draw  burdens  for  the  world ; 
and  then  to  the  carriage-horse,  with  his  graceful, 
airy,  elastic  step,  his  rapid  movement,  his  vivacity, 
his  fineness  of  nerve  and  muscle. 

What  I  have  just  said  will  serve  to  indicate  the 
mechanical  principle  of  the  new  gymnastics.  I  must 
now  direct  your  attention  to  its  fundamental  physi- 
ological principle.  It  adopts  the  plan  of  lively, 
moderate  exercises,  in  opposition  to  the  j3lan  of  labo- 
1  rious,  violent,  exhausting  movements.  I  believe  the 
I  idea  is  becoming  very  generally  accepted  by  physi- 
ologists, that  the  muscular  system  may  be  cultivated 
at  the  expense  of  the  vital,  —  that  a  man  may  develop 
a  magnificent  shell  of  muscle,  and  draw  away  to  the 
surface  the  life  and  power  of  the  interior,  —  that  a 
man  may  become  very  weak  by  becoming  very 
strong.  I  need  only  remind  you  of  the  recent  dis- 
cussion upon  this  subject  in  "  The  Lancet,"  suggested 
by  the  defeat  of  Heenan.*     I  tliink  a  wrong  direction 

*  "  Those  who  know  what   severe  training  means  will,  perhaps, 
agree  with  us,  that  Ileenan  was  probably  in  better  condition  five 


THE  NEW   GYMNASTICS.  263 

has  been  given  to  the  ambition  of  boys.  A  vulgar 
desire  has  been  created  to  rival  draught-horses,  and 
porters,  and  the  muscular  monstrosities  of  the  circus. 
The  idea  has  been  cherished,  that  one  must  do 
mucli,  —  must  make  vast,  straining,  depleting  exer- 

weeks  before  meeting  his  antagonist  than  on  the  morning  of  liis 
defeat;  althougli,  when  lie  stripped  for  fighting,  the  lookers-on  agreed 
that  he  seemed  to  promise  himself  an  easy  victory,  while  exulting  in 
his  fine  proportions  and  splendid  muscular  development.  It  is  now 
clearly  proved  that  Ileenan  went  into  the  contest  with  much  more 
muscular  than  vital  power.  Long  before  he  had  met  with  any  severe 
punishment,  indeed,  as  he  states,  at  the  close  of  the  third  round,  he 
felt  faint,  breathed  with  difficulty,  and,  as  he  described  it,  his  respira- 
tion was  'roaring.'  He  declares  that  he  received  more  severe  treat- 
ment at  the  hands  of  Saycrs  than  he  did  from  King ;  yet,  at  ilie 
termination  of  the  former  fight,  which  lasted  upwards  of  two  hcnu's, 
he  was  so  fresh  as  to  leap  over  two  or  three  hurdles,  and  distance 
many  of  his  friends  in  the  race.  It  was  noticed  on  the  present  oc- 
casion that  he  looked  much  older  than  at  his  last  appearance  in  the 
ring. 

"  Without  offering  any  opinion  as  to  the  merits  of  the  combatants, 
it  is  certain  that  Ileenan  was  in  a  state  of  very  deteriorated  health 
when  he  faced  his  opponent;  and  it  is  fair  to  conclude  that  deteriora- 
tion was  due  in  a  great  measure  to  the  severity  of  the  training  which 
he  had  undergone.  As  with  the  mind,  so  with  the  body,  undue  and 
prolonged  exertion  must  end  in  depression  of  power.  In  the  process 
of  the  physical  education  of  the  young,  iu  the  training  of  our  recruits, 
or  in  the  sports  of  the  athlete,  the  case  of  Heenan  suggested  a  striking 
commentary  of  great  interest  in  a  physiological  point  of  view.  While 
exercise,  properly  so  called,  tends  to  development  and  health,  ex-  . 
cessive  exertion  produces  debility  and  decay.  In  these  times  of  over- 
excitement  and  over-competition  in  the  race  of  life,  the  case  we  now 
put  on  record  may  be  studied  with  advantage." 


264  THE  NEW   GYMNASTICS. 

tions.  Has  not  this  tendency  been  carried  too  far  ? 
Especially  injurious  is  tins  process  to  the  young. 
Many  a  fine  fellow  at  Cambridge  and  Oxford  trains 
for  the  boat-race,  and  wins  heart-disease.  Many  a 
fine  fellow  carries  off  the  oarsman's  laurels,  and  ex- 
pends in  that  attempt  the  vitality  which  might  help 
him  to  get  any  other  kind.  But,  hastening  from  this 
point,  I  add,  that  the  new  system  discards  the  acro- 
batic principle.  It  makes  no  provision  for  ground 
and  lofty  tumbling.  It  does  not  invite  its  disciples  to 
practise  locomotion  by  rolling  over  and  over ;  it  does 
not  ask  them  to  stand  on  their  heads,  or  walk  on 
their  hands,  or  practise  any  form  of  personal  inver- 
sion or  revolution  in  the  air.  Those  who  are  fond 
of  acrobatic  gymnastics  will  of  course  pursue  them. 
I  believe  many  people  who  need  artificial  exercise 
have  been  deterred  from  gymnastics  by  their  repug- 
nance to  this  sort  of  performance.  I  need  not  re- 
mind you,  also,  that  any  gymnastic  method  which 
makes  much  of  acrobatics,  so  far  forth  excludes  the 
whole  female  sex  from  the  advantages  of  gymnastics. 
There  is  but  one  other  point  of  which  I  desire  to 
speak  while  attempting  to  describe  the  modus  of  the 
new  gymnastics ;  and  that  point  has  reference  to  the 
introduction  of  music,  for  the  purpose  of  stimulating 
and  regulating  bodily  movements.  When  I  consider 
the  value  of  music,  as  recognized  ip  dancing  and  in 
military  life,  I  wonder  that  the  importance  of  making 


THE   IN'EW    GYMNASTICS.  265 

it  an  essential  and  an  inseparable  element  in  gym- 
nastics has  not  sooner  attracted  the  deliberate  atten- 
tion of  educators.  In  Or.  Lewis's  system,  music  is 
made  so  central  a  member,  that  without  it  we  can  do 
nothing.     "When  the  music  leaves  off,  we  adjourn. 

Having  spoken  of  the  machinery  and  the  metJiod 
of  the  new  gymnastics,  I  must  say  a  few  words  as  to 
the  results.  One  of  the  most  precious  and  honorable 
of  these  results  is,  that  the  new  system  is  essentially 
fitted  for  both  sexes  ;  or,  to  bring  out  more  pointedly 
the  idea  which  I  aim  to  convey,  while  it  provides  an 
elaborate  scheme  of  exercise  for  man,  there  is  not, 
within  all  its  ritual,  one  exercise  which  cannot  bo 
performed  with  equal  safety,  propriety,  and  success, 
by  woman.  I  do  not  need  to  insist  upon  the  im- 
mense desirableness  of  such  a  result.  Surely,  if 
either  sex  is  to  be  excluded  from  gymnastics,  let  it 
be  ours.  Boys  and  young  men  have  at  least  some- 
thing, in  the  athletic  sports  of  the  playground  and 
the  field,  to  atone  for  the  loss  of  scientific  bodily  cul- 
ture. If  they  lose  gymnastics,  the  loss  is  not  without 
a  species  of  remedy.  But  if  ladies  are  denied  gym- 
nastics, there  seems  to  be  absolutely  no  indemnifica- 
tion. Herbert  Spencer  tells  us,  that  irear  his  own 
residence  is  a  school  for  boys,  and  one  for  young 
ladies.  In  the  uproar,  the  vociferation,  the  gleeful 
shouts  of  the  playground,  he  was  instantly  informed 
of  the  existence  of  the  former ;   but  many  months 

12 


266  THE  NEW   GY.AINASTICS. 

had  elapsed,  after  taking  that  residence,  before  he 
was  made  aware  that  an   establishment   for  young- 
ladies  was  in  full  operation  in  the  very  next  house, 
enjoying,  too,  a  large  garden  overlooked  by  his  own 
windows.*     Among  the  physiological  results  of  the 
new  system,  I  can  truly  say,  also,  that  a  very  marked 
feature  is  the  symmetry  of  the  muscular  development 
produced.     For  every  muscle  of  the  body,  Dr.  Lewis 
has  devised  movements.     No  class  of  muscles  receives 
attention  to  the  neglect  of  the  rest.     The  result  is  a 
beautiful,  harmonious,  complete  cultivation  of  the  en- 
tire body.     Moreover,  a  large  series  of  movements 
are  constructed  with  the  view  of  counterbalancing 
the  tendencies  of  our  modern  life,  and  especially  of 
our  modern  school-life,  to  a  depression  and  narrow- 
ing of  the  chest,  and  to  the  formation  of  an  uncome- 
ly roundness  upon  the  shoulders.     One  of  my  pupils, 
a  student  in  a  well-known  college  of  London,  in- 
formed me  last  evening,  that,  although  he  has  been 
under  my  care  but  one  quarter,  his  tailor  was  star- 
tled to  find  the  size  of  his  chest  enlarged  by  two  or 
three  inches.     The  great  peril  of  our  Anglo-Saxon 
race  is  from  pulmonary  weakness.     Our  gymnastics 
should  direct  their  remedial  enginery  to  that  quarter. 

*  "  Look  at  the  nnmber,  still  too  great,  of  schools,  —  I  beg  pardon, 
—  of  academies,  where  young  ladies  are  educated  within  an  inch  of 
their  lives,  perfected  into  paleness,  and  accomplished  into  spinal 
distortion  and  pulmonary  phthisis."  —  W.  B.  Hodgson,  Esq.,  LL,  D. 


THE  NEW   GYMNASTICS.  2G7 

I  can  only  liint  at  the  peculiar  benefit  resulting  from 
the  habit  of  performing  all  these  bodily  movements 
in  strict  musical  time.  Whatever  muscular  develoi> 
ment  ensues  becomes  far  more  closely  associated 
with  tlic  intelligence  and  will.  The  whole  frame  at 
last  seems  imbued  with  the  musical  principle,  vital- 
ized and  permeated  by  some  breath  of  harmony, 
grace,  and  accurate  ease.  Although  I  have  hy  no 
means  brought  forward  all  the  important  results 
which  in  experience  have  attracted  my  notice,  I  dare 
not  trespass  upon  your  patience  longer  than  to  men- 
tion this  other  one  ;  namely,  the  attractiveness  of  the 
new  gymnastics  to  those  who  practise  it.  The  new 
system  insists  upon  being  enjoyed,  if  pursued  at  all. 
It  seeks  to  stir  the  sources  of  exhilaration,  mirth, 
enthusiasm.  It  seeks  to  achieve  this  by  the  viva- 
cious character  of  the  movements,  by  the  contagion 
of  perfectly  concerted  action,  and  by  the  delightful 
stimulus  of  music.  Of  course  much  depends,  also, 
upon  the  magnetic  power,  the  cheerfulness  and  play- 
fulness, of  the  teacher.  I  can  honestly  testify,  that, 
when  these  conditions  are  complied  with,  the  new 
gymnastics  rise  far  above  the  dreary  level  of  task- 
work and  monotonous  drudgery,  and  are  literally 
and  permanently  a  pleasure.  They  recognize  the 
artistic  necessity  of  touching  the  play-impulse.  They 
attempt  to  inaugurate,  during  the  hour  devoted  to 
gymnastics,  a  sort  of  physical  jubilee,  a  carnival  of 
the  emotional  and  vital  powers. 


268  THE  NEW   GYMNASTICS. 

And  again,  in  an  English  magazine,  Mr.  Tyler 
says :  — 

It  will  be  unnecessary  to  go  further  in  this  analysis 
of  Dr.  Lewis's  gymnastic  methods.  I  will  conclude 
what  I  have  to  say  upon  this  part  of  the  subject,  by 
gathering  up  the  scattered  threads  of  my  description, 
and  compressing  into  a  single  paragraph  a  statement 
of  the  essential  characteristics  of  the  new  system. 
Let  it  be  understood  then,  in  brief,  that  these  gym- 
nastics differ  from  all  preceding  systems  as  regards 
the  apparatus  employed,  the  mode  of  employment, 
and  the  results  attending  its  employment.     The  sys- 

^    tern   discards   at  once  and  totally  the  heavy,  com- 
plicated   machinery    of    the    old    gymnasium,    and 
•  adopts    alone    light    wooden    rings,    wooden    rods, 
wooden  dumb-bells,  and  wooden  clubs.     The  exercises 

^  which  this  simple  apparatus  involves  are  elaborated 
in  the  most  philosophical  manner,  in  distinct  sets ; 
each  exercise  has  its  own  invariable  place  in  the 
series  to  which  it  belongs ;  all  are  adapted  to  quick 
and  stirring  music  ;  they  combine  almost  infinite 
variety  with  consummate  simplicity  and  precision. 
They  exclude  neither  young  nor  old ;  tliey  can  be 

"^  performed  by  the  most  delicate  at  the  same  time  that 
they  employ  the  strength  of  the  most  athletic ;  they 
are  an  exhaustless  source  of  entertainment  and  di- 
version ;  they  comprehend  movements  for  every  limb 
and  muscle  of  the  body,  tliereby  producing  fine  sym- 
metry of  development ;  and  finally,  they  admit  of  be- 


THE   NEW    GYMNASTICS.  269 

iiig  performed  in  dni wing-room  or  liall,  by  ladies  and 
gentlemen  together,  in  a  manner  the  most  graccfnl, 
pleasing,  and  appropriate. 

It  will  not  be  imagined  that  the  system  we  have 
endeavored  to  portray  was  elaborated  in  a  solitary 
and  instantaneous  effort  of  tliought.  On  the  con- 
trary, it  was  a  slow  growth  in  its  author's  mind.  In 
the  midst  of  his  toils  as  a  public  lecturer,  he  prose- 
cuted his  gymnastic  studies,  and  conducted  his  gym- 
nastic experiments.  A  multitude  of  exercises  were 
conceived,  and  thrown  away,  before  those  which  now 
form  the  system  were  adopted.  Every  conception 
was  put  to  the  test,  and  survived  or  perished,  ac- 
cording to  its  demonstrable  merits  in  the  crucible  of 
practice.  When  at  last  the  system  had  reached  a 
good  degree  of  perfection.  Dr.  Lewis  decided  to  bring 
to  an  end  his  nomadic  way  of  life,  and  to  locate  per- 
manently in  the  city  of  Boston,  the  political  capital 
of  Massachusetts,  the  intellectual  capital  of  the 
Western  Hemisphere.  It  was  his  purpose  to  found 
there  a  great  institution  for  physical  education, 
which  should  be  the  means  of  proving  and  of  propa- 
gating his  methods  of  bodily  culture.  Accordingly, 
in  1859,  he  went  to  Boston.  He  immediately  opened 
a  spacious  hall  for  the  reception  of  classes  ;  he  took 
charge  of  gymnastics  in  several  prominent  schools ; 
he  established  a  monthly  gymnastic  paper  ;  he  ap- 
peared before  the  American  Institute  of  Instruction, 


y 


270  THE  NEW   GYMNASTICS. 

at  its  annual  Convention,  in  the  following  year,  and 
explained  his  system  to  that  important  educational 
society ;  he  occasionally  accepted  invitations  to  lec- 
ture in  neighboring  cities ;  and,  by  all  these  means, 
he  drew  to  himself  and  to  his  theme  the  earnest  at- 
tention of  the  public.  It  could  not  be  otherwise 
than  that  a  demand  for  teachers  of  the  new  system 
should  soon  be  made  upon  him.  Educators  in  the 
remotest  parts  of  the  nation,  in  Mobile,  in  Galveston, 
in  San  Francisco,  had  heard  of  his  methods ;  and 
from  far  and  near  came  assurances  that  living  ex- 
ponents of  the  New  Gymnastics  were  wanted  by  the 
people.  He  now  felt  justified  in  carrying  into  exe- 
cution a  scheme  which  he  had  long  cherished.  Ob- 
I  taining  an  act  of  incorporation  from  the  Legislature, 
jhe  founded,  in  the  year  1861,  the  Normal  College 
ifor  Physical  Education.  Concerning  the  establish- 
ment of  this  college,  the  same  words  may  be  used 
•which  Neander  employs  concerning  a  book  written 
by  Marsilius,  of  Padua,  it  made  an  epoch.  Graduates 
of  this  institution  have  gone  forth  through  all  the 
cities  and  villages  of  the  North,  preaching  every- 
where the  doctrines  of  their  earnest  Teacher,  organ- 
izing classes  among  men,  women,  and  children,  in 
every  rank  of  life,  and  demonstrating  to  the  world 
the  dawn  of  a  new  Profession,  —  the  Profession 
of  Health  and  Bodily  Vigor.  The  movement  of 
thought  in  America  towards  physical  culture  is  thus 


THE  NEW   GYMNASTICS.  271 

organized  upon  a  profound  and  abiding  basis.  An 
impulse  lias  been  given  which  vibrates  through  a 
population  of  twenty  millions  ;  and  this  impulse  can- 
not die.  From  Bangor  to  Sacramento,  from  ^[ont- 
real  and  Quebec  to  the  lands  which  are  robed  in  the 
fiery  skirts  of  war,  a  popular  awakening  upon  this 
subject  has  been  created,  so  deep,  so  universal,  as  to 
give  it  an  historical  significance,  and  to  make  the 
foundation  of  the  Normal  College  for  Physical  Ed- 
ucation an  event  from  which  to  date  a  new  period 
in  the  evolution  of  Anglo-American  life.  And  of  this 
vast  and  beneficial  movement  Dr.  Lewis  stands 
clearly  at  the  head.  To  him  the  people  are  looking 
as  to  an  Apostle  and  Guide.  He  has  inaugurated  in 
America  a  great  national  reform,  as  distinct,  as  in- 
fluential, as  glorious,  as  that  which  was  wrought  in 
Germany  by  Salzmann  and  Jahn,  or  in  Sweden  by 
the  poet  and  gymnasiarch  Ling. 


At  the  close  of  Mr.  Tyler's  address  before  the  Col- 
lege of  Preceptors,  several  prominent  gentlemen  who 
had  listened  to  the  address  bore  earnest  testimony 
to  their  interest  in  the  subject  of  physical  education. 

The  Rev.  A.  Conder  said,  that  he  fully  concurred 
with  the  lecturer  in  the  opinion  that  violent  gymnas- 
tics, like  violent  muscular  exertion  of  every  kind,  are 
most  injurious.     As  a  Cambridge  man,  he  had  had 


272  THE  NEW   GYMNASTICS. 

many  opportunities  of  observing  this ;  and  it  was 
well  known  that  those  who  in  early  manhood  were 
distinguished  for  their  skill  in  athletic  sports,  too 
J  \  frequently  paid  the  penalty  for  their  disregard  of  the 
laws  of  health,  by  premature  loss  of  vigor.  He  was 
acquainted  with  a  large  public  school  in  Ireland,  in 
which  violent  games  were  at  one  time  very  much  in 
vogue  ;  but  it  was  observed  that  diseases  of  the  heart 
became  prevalent  among  the  boys  ;  and  the  result 
was,  that  the  authorities  had  to  prohibit  the  objec- 
tionable sports.  Mr.  Conder  thought,  therefore,  that 
the  system  explained  by  Mr.  Tyler  deserved  the  seri- 
ous consideration  of  all  teachers,  as  it  appeared  to 
afford  ample  scope  for  the  due  exercise  of  the  mus- 
cles, without  the  risk  of  producing  any  of  the  evils  to 
which  other  plans  often  gave  rise. 

W.  B.  Hodgson,  Esq.,  LL.D.,  F.C.P.,  said,  that  he 
had  never  listened  to  a  lecture  with  which  he  was 
more  pleased  than  he  had  been  with  Mr.  Tyler's. 
He  had  not  been  impressed  so  much  with  the  novelty 
of  the  views  maintained  in  it,  as  with  the  clearness 
with  which  their  soundness  had  been  demonstrated, 
and  with  the  constant  reference  to  physiological  prin- 
ciples. It  was  of  great  importance  to  remember  that 
gymnastics  deserved  to  be  carefully  studied,  not 
merely,  or  even  chiefly,  for  the  sake  of  the  body,  but 
above  all  in  order  that  the  mind  may  acquire  full 
development  and  strengtli.     Some  people  might  decry 


THE   NEW    GYMNASTICS.  273 

iliis  doctrine  as  savoring  of  materialism ;  but  it  is 
now  universally  admitted  that  it  is  necessary  to  at- 
tend to  the  health  of  the  brain  as  a  condition  of  intel- 
lectual soundness  and  vigor  ;  and  it  scarcely  required 
to  be  proved  that  this  admission  virtually  included 
the  larger  proposition,  that  the  health  of  the  whole 
body  affects  the  condition  of  the  mind.  Every  one 
must  have  had  opportunities  of  convincing  himself 
that  this  is  the  fact,  and  of  the  truth  of  Rousseau's 
assertion,  —  "The  stronger  the  body,  the  more  it 
obeys :  the  weaker  the  body,  the  more  it  commands." 
Dr.  Hodgson  expressed  his  concurrence  in  the  prin- 
ciple laid  down  by  Mr.  Tyler,  that  the  object  of  gym- 
nastics should  be  to  develop  not  mere  strength,  but 
rather  rapidity  and  flexibility  of  movement,  of  which 
the  exercises  that  they  had  seen  performed  w^ere 
admirable  examples.  The  reason  for  the  preference 
had  been  clearly  stated  by  the  lecturer,  and  it  de- 
pended on  the  distinction  between  muscular  force 
and,  vital  force.  These  forces  were  by  no  means 
identical,  or  even  convertible  ;  and  the  latter  might, 
and  too  often  was,  sacrificed  to  the  other :  a  serious 
mistake,  which  amounted  in  fact  to  the  sacrifice  of 
the  end  to  the  means,  —  of  life  to  the  instruments  of 
life.  For  this  folly  there  was  now  less  excuse  than 
at  any  former  period,  since  the  circumstances  of  civ- 
ilized life  rarely,  if  ever,  required  the  exertion  of 
great  physical  strength.     The   speaker  said  that  he 

12*  B 


274  THE  NEW   GYMNASTICS. 

had  always  been  a  great  pedestrian  ;  and  experience 
had  satisfied  him  that  the  power  of  endurance  ex- 
erted in  walking  twenty  or  thirty  miles  a  day,  de- 
pended much  more  on  general  good  health,  and 
especially  on  sound  digestion,  than  on  muscular  de- 
velopment. Witli  respect  to  the  exercises  which 
Mr.  Tyler's  pupils  had  gone  through,  every  one  must 
have  been  struck  with  their  great  diversity,  their  ele- 
gance, and  their  perfect  adaptation  to  the  require- 
ments of  females  as  well  as  of  boys.  He  trusted  that 
the  lecturer's  system  would  be  extensively  adopted 
in  this  country,  where  there  was  a  great  need  for 
well-devised  arid  regulated  physical  education. 

F.  J.  Weigh tman,  Esq.,  of  Hollywood  School, 
Brompton,  said,  that  as  he  had  the  honor  and  satis- 
faction of  being  the  first  schoolmaster  in  this  country 
who  had  made  use  of  Mr.  Tyler's  services  for  the  in- 
struction of  his  pupils,  and  had  thus  had  good  op- 
portunities for  observing  the  results  of  his  system, 
he  wished  to  make  a  few  remarks  on  the  subject. 
And  first  he  would  observe,  that,  admirable  as  were 
the  exercises  which  they  had  seen  that  evening,  they 
must  not  be  considered  as  anything  more  than  frag- 
mentary specimens  of  a  complete  and  carefully  pro- 
gressive system,  of  which,  consequently,  they  were 
altogether  incapable  of  conveying  an  adequate  idea. 
As  the  exercises  required  close  attention  and  prompt 
action,  they  had  considerable  value  as  a  means  of 


THE   NEW    GYMNASTICS.  275 

mental  training,  and  as  aiding  in  tlic  formation  of 
liabits  of  self-control  and  command.  Tlic  memory 
especially  was  brought  into  a  state  of  great  activity, 
so  tliat  boys  were  able,  with  little  or  no  external 
suggestion,  to  go  through  the  whole  or  a  long  series 
of  complex  movements  in  their  proper  order.  An- 
other point  was,  that  the  pupils  took  very  great 
pleasure  and  interest  in  tlie  musical  gymnastics, 
which  they  regarded  not  as  a  part  of  their  school 
work,  —  in  which  light  drilling  was  too  often  viewed 
by  boys,  —  but  as  a  real  amusement  and  relaxation, 
from  which  therefore  they  derived  the  greatest  pos- 
sible benefit.  The  last  observation  he  had  to  make 
was  tliat  Mr.  Tyler's  system  was  an  excellent  intro- 
duction to  music,  by  developing  and  cultivating  the 
perception  of  musical  time.  The  speaker  said  he  had 
often  been  much  amused  by  the  awkward  attempts 
of  beginners  to  keep  time  in  their  movements.  At 
first  many  of  them  appeared  to  be  quite  uninfluenced 
by  the  music,  but  tried  to  do  what  was  required  by 
watching  and  imitating  the  movements  of  the  other 
pupils.  This  necessarily  prevented  simultaneousness 
of  motion,  and  led  to  highly  laughable  consequences. 
After  a  few  lessons,  however,  even  those  who  were 
the  worst  in  this  respect  showed  manifest  signs  of 
improvement ;  a  new  sense  seemed  to  be  awakened 
in  them ;  and  at  length  their  perception  of  musical 
time   became  fully  developed,  and  they  were  then 


276  THE  NEW   GYMNASTICS. 

able  to  perform  the  whole  of  the  exercises,  guided  bj 
the  music  alone.  He  considered  that  this,  though  a 
merely  collateral  advantage  of  the  system,  was  one 
of  considerable  value. 

From  The  Albion,  Liverpool,  December  21,  1863. 

"  Among  the  many  inventions  and  devices  by 
which,  of  late  years,  new  interest  has  been  given  to 
the  pursuit  of  physical  health  by  means  of  exercise, 
none  is  more  beautiful  or  useful  than  Dr.  Lewis's 
system  of  Musical  Gymnastics,  lately  introduced  in 
an  improved  form,  and  with  marked  success,  by  Mr. 
Hulley,  at  the  Rotunda  Gymnasium. 

"  The  system  is  peculiarly  adapted  for  ladies,  be- 
cause, while  fully  exerting,  it  does  not  overtask  the 
strength  of  the  participants,  and  it  has  a  great  charm 
for  all  who  use  it  in  the  variety  and  liveliness  of  the 
exercises  of  which  it  consists.  The  appliances  used 
are  equally  simple  and  ingenious.  Amongst  them 
are  rings,  balls,  bags  for  throwing,  sceptres,  and 
other  simple  implements.  By  the  varied  use  of 
these,  a  most  complete  education  of  the  whole  mus- 
cular system  is  secured  ;  and  by  the  adaptation  of 
music  to  the  exercises,  a  grace  and  fascination  is 
thrown  over  them,  which  every  one  can  appreciate, 
but  which  will  be  especially  valued  by  those  who  are 
practically  versed  in  the  comparative  merits  of  the 
different  methods  of  gymnastic  education.      For  its 


THE   NEW   GYMNASTICS.  277 

effects  on  tlic  frame,  tlic  new  system  has  such  warm 
testimonies  from  principal  members  of  the  faculty  as 
estabHsh  it  to  be  fully  as  beneficial  in  its  results  as  it 
is  attractive  in  operation. 

"  We  hope  to  hear  of  the  extension  of  the  system 
to  many  schools  and  institutions.  The  portability  of 
the  apparatus  prevents  the  existence  of  any  obstacle 
to  its  general  'introduction,  and  its  popularity  where 
tried  is  universal.  It  is  most  gratifying  to  find  that, 
especially  in  higher  circles,  the  importance  of  gym- 
nastics to  both  sexes  is  now  generally  recognized.  It 
is  not  too  sanguine  to  expect  from  this  reform  an 
absolute  renovation  of  the  race  in  process  of  time ; 
and  the  great  encouragement  given  to  Mr.  Tyler  in 
London,  is  one  remarkable  symptom  of  its  spread. 
All  who  aid  in  it  may  pride  themselves  that  they 
have  done  something  to  banish  from  generations  yet 
unborn  many  of  the  misshapen  forms  and  languid 
constitutions  which  are  a  sad  testimony  to  the  phys- 
ical declension  that  ensues  when  morbid  habits  of 
inaction  are  generally  indulged." 

From  The  Weekly  Becord^  London^  July  loth,  1863. 

"  Musical  Gymnastics.  —  A  large  and  fashion- 
able audience  assembled  in  tlio  Yestry-hall,  Chel- 
sea, last  Monday  evening,  to  listen  to  an  address 
by  Mr.  Moses  C.  Tyler,  M.A.,  and  to  witness  the 
exercises   of  a  class  of  Mr.  Tyler's   pupils   in   the 


278  THE   NEW   GYMNASTICS. 

new  system  of  musical  gymnastics.  These  gym- 
nastics are  entirely  novel  in  their  apparatus  and 
methods;  can  be  performed  witli  equal  success  and 
benefit  by  ladies,  gentlemen,  and  children ;  are 
executed  to  the  accompaniment  of  music  ;  and  are 
not  only  very  beautiful  and  conducive  to  health, 
but  are  also  very  attractive  to  those  who  engage 
in  them. 

"  The  chair  was  taken  by  George  Wallis,  Esq., 
of  the  Kensington  School  of  Art,  who  presented  Mr. 
Tyler  to  the  audience  in  a  very  felicitous  speech. 
Mr.  Tyler's  address  was  devoted  to  the  importance 
of  scientific  physical  culture,  and  to  an  explanation 
of  the  peculiar  features  of  the  new  system  of  which 
he  is  the  introducer  in  London.  At  its  conclusion 
the  platform  was  cleared,  and  a  fine  class  of  boys 
from  Hollywood  School,  Brompton,  took  their  places 
on  the  stage,  and  presented  a  succession  of  exercises 
which  they  had  been  taught.  Their  execution  of 
these  movements  was  in  concert,  and  with  musical 
accompaniment,  and  produced  the  greatest  delight 
and  enthusiasm  in  the  spectators,  who  expressed 
their  approbation  by  rounds  of  hearty  applause. 
The  exercises  were,  indeed,  very  exciting  and  pic- 
turesque, and  must  have  a  fine  effect  on  the  health 
and  forms  of  all  who  practise  them.  They  realized 
the  description  applied  to  them  by  the  New  York 
Times :  — '  They  are  poetry  in  motion,  and  motion 
set  to  music* 


THE   NEW    GYMNASTICS.  2T9 

"  After  these  exercises  had  hcen  given,  lirief 
speeches  were  made  hy  ^[r.  Weightmaii,  Master  of 
Hollywood  School,  hearing  testimony  to  the  success 
of  these  gymnastics  among  his  pupils ;  hy  B.  Water- 
house  Hawkins,  Esq.,  the  distinguished  anatomist, 
whose  eloquent  approhation  of  the  new  system,  from 
the  stand-point  of  scientific  ohservation,  electrified 
the  audience ;  hy  Dr.  Woolmer,  of  Warwick  Square, 
who  expressed  his  views  as  to  the  importance  of 
bodily  culture,  and  his  indorsement  of  the  method 
which  had  been  presented  ;  by  Mrs.  Bessie  Inglis, 
the  accomplished  lecturer,  whose  address  was  ad- 
mirable in  thought  and  diction  ;  and  finally  by  Mr. 
William  Tweedie,  who  gave  an  account  of  his  inter- 
est in  physical  education,  and  of  his  acquaintance 
with  the  gymnastic  system  which  had  been  presented 
that  evening,  and  who  concluded  by  moving  a  vote 
of  thanks  to  Mr.  Tyler  for  his  address,  and  to  the 
members  of  Hollywood  School  for  their  brilliant  part 
in  the  doings  of  the  meeting. 

"  A  vote  of  thanks  to  the  Chairman,  Mr.  Wallis, 
was  also  heartily  carried. 

"  The  audience  separated  at  a  late  hour,  appar- 
ently highly  delighted.  Among  the  distinguished 
persons  present  we  observed  the  intellectual  face  of 
Elihu  Burritt,  'the  learned  blacksmith,'  who  seemed 
intensely  interested,  but  whose  delicate  condition  of 
health  prevented  his  taking  any  active  part  in  the 


280  THE   NEW   GYMNASTICS. 

meeting.     As  a  whole,  tlie  meeting  was  a  rare  and 
striking  success." 

From  the  Marylebone  Mercury^  January^  1864. 

"  Metropolitan  Association  of  Medical  Officers 
OF  Health.  —  The  usual  monthly  meeting  of  the 
above  association  was  held  at  the  Scottish  Corpora- 
tion Hall,  Crane  Court,  Fleet  Street,  on  Saturday, 
the  16th  inst.,  Dr.  Thomson,  F.R.S.,  president,  in 
the  chair. 

''Physical  Training.  —  Mr.  Moses  C.  Tyler,  M.A., 
who  was  present  for  the  purpose  of  exhibiting  by 
means  of  some  of  his  pupils  his  system  of  physical 
training  for  schools,  said  that  his  mode  of  training 
claimed  to  be  a  compact  and  simple  method  of 
physical  culture.  He  could  only  give  a  few  samples, 
and  those  of  the  simplest  nature,  although  whole 
schools  could  go  through  a  similar  course,  and  the 
usual  accompaniment  was  a  piano.  A  half-dozen 
youths  were  then  introduced,  and  to  the  chiming  of 
a  bell  and  the  beating  of  a  drum  passed  through  a 
number  of  very  graceful  exercises  with  dumb-bells, 
rings,  and  wands.  Mr.  Tyler  at  the  conclusion  said 
that  the  object  of  his  system  was,  by  exercise,  to 
develop  the  whole  of  the  muscles  of  the  body,  and 
that  it  was  adapted  equally  for  the  strongest  men  or 
the  most  delicate  ladies  ;  and  he  would  take  the 
liberty  of  mentioning  one  result  that  his  system  had 


THE   NEW   GYMNASTICS.  281 

accomplished.  He  had  been  told  hy  masters  of 
schools  where  it  was  introduced,  tliat  that  which 
before  had  been  looked  on  as  a  mere  mechanical 
effort  was  now  viewed  as  a  pleasing  recreation.  An- 
otlier  of  the  advantages  would,  he  believed,  be  that 
it  would  do  away  with  the  tendency  to  round  shoul- 
ders, which  prevailed  among  both  girls  and  boys,  by 
the  bending  over  the  desks  to  their  lessons.  Mr. 
Liddle  said  he  thouglit  he  might  express  the  tlianks 
of  the  association  to  Mr.  Tyler.  So  far  as  he  (Mr. 
Liddle)  had  seen  of  the  system,  it  appeared  to  rec- 
ommend itself  for  general  adoption.  There  was 
nothing  violent  m  it,  or  likely  to  strain  the  muscles ; 
and  it  would  give  health  and  physical  development 
to  both  boys  and  girls.  He  would  move  that  a  vote 
of  thanks  be  given.  Dr.  Druitt  seconded.  The 
Chairman  said  that  he  thought  the  system  highly 
deserving  of  encouragement.  Dr.  Lankester  had  no 
doubt  that  it  would  be  beneficial.  The  vote  was 
carried  unanimously." 

From  the  City  Press ^  March^  1864. 

"  London  Mechanics'  Institution.  —  On  Wednes- 
day, M.  C.  Tyler,  Esq.,  M.A.,  gave  a  lecture  on  the 
'  Art  of  Gymnastics,'  wliich  was  received  with  the 
approbation  that  it  well  deserved.  Mr.  Tyler  pointed 
out  the  anomaly  that,  of  those  ancient  nations  whose 
intellectual  works  remain  as  models  in  literature,  the 


282  THE  NEW   GYMNASTICS. 

Greeks,  Romans,  &c.,  actually  devoted  more  time 
and  space  to  the  due  training  of  the  body  than  to 
mental  culture,  whilst  most  modern  nations,  until 
a  very  recent  period,  had  neglected  the  muscular 
arts,  or  had  caused  them  to  become  matters  of  re- 
proachful tendency.  The  energy  and  effective  ad- 
dress of  the  lecturer  placed  the  cause  in  a  favorable 
point  of  view,  and  having  successfully  pleaded  the 
necessity  for  muscular  exercise  and  recreation,  he 
showed  how,  by  musical  accompaniment,  the  grace- 
ful motions  imparting  muscular  power  could  be 
made  most  acceptable  to  childhood  and  to  classes. 
Mr.  Tyler  received  and  deserved  the  thanks  of  the 
audience  for  his  manly  and  patriotic  influence  in 
favor  of  judicious  exercises  and  games." 

From  the  Standard,  February  Sth,  1864. 

"  Royal  Polytechnic  Institution.  —  The  third 
fashionable  morning  entertainment  was  given  on 
Saturday,  February  6th.  Among  the  novelties  pre- 
sented was  a  lecture  on  '  The  Art  of  Gymnastics,' 
by  Moses  Coit  Tyler,  Esq.,  M.A.,  illustrated  by 
twelve  of  his  pupils.  This  is  a  very  interesting  ex- 
hibition, abounding  in  graceful  evolutions  by  the 
pupils.  Mr.  Tyler's  system  repudiates  the  course 
of  gymnastics  which  prevailed  some  years  ago,  by 
which  many  boys  were  seriously  injured.  By  his 
plan,  the  exercises  are  so  regulated  that  females  may 


TIIK   Ni:W    GYMNASTICS.  283 

adopt  the  system  without  any  foar  of  injury  from 
violent  contortions  of  the  body.  Mr.  Tyler's  accom- 
panying address  on  the  importance  of  gymnastic 
training  as  promoting  physical  health  was  very 
striking." 

Tlie  Morning  Atlvrrtlser  (Feb.  2)  describes  the 
exercises  as  "  exceedingly  graceful,  manly,  and  beau- 
tiful '* ;  the  Morning  Star  (Feb.  2)  as  "  at  once  attrac- 
tive and  useful  as  a  means  of  physical  development  "  ; 
the  Daily  News  (Feb.  2)  as  "  something  wonderful." 

From  the  Wietstoiie  Circular^  March  12,  1864. 

"  Working  Men's  Lnstitute.  —  ^Ir.  Tyler's  lecture 
on  '  Gymnastics,  Ancient  and  Modern,'  on  Thursday 
evening  last,  was  deservedly  well  attended.  Wo 
went  to  get  an  idea  worth  carrying  out,  and  we  got 
it.  The  development  of  the  intellectual  to  the  neg- 
lect, and  to  a  certain  extent  at  the  expense,  of  the 
physical  energies  of  youth,  has  hitherto  been  sadly 
the  rule  in  all  our  systems  of  education  ;  but  in 
Musical  Gymnastics  we  find  a  remedy  which  cannot 
be  gainsaid.  How  shall  we  enumerate  the  advan- 
tages of  the  system  ?  The  expense  of  its  accessories 
is  trifling,  and  the  space  for  carrying  it  out  can  l)e 
found  in  any  school-room  of  moderate  dimensions. 
Moreover,  parents  cannot  object  to  the  system,  seeing 
that  their  boys  and  girls  can  all  engage  in  it,  for  its 
movements  do  not  require  turning  over  on  heads  and 


284  THE  NEW   GYMNASTICS. 

heels,  or  vaulting  on  each  other's  shoulders.  Active 
motion  without  severe  bodily  exertion ;  muscular,  as 
an  aid  to  vital  action ;  endless  change  of  position ; 
and  the  calling  into  play  every  joint  and  muscle  of 
the  limbs  by  turn,  are  its  principal  features." 

From  the  Bethnal  Green  Times,  3Iarcli  2Qth,  1864. 

"  Peel  Grove  Institute.  —  Mr.  Moses  Coit  Tyler, 
M.A.,  the  celebrated  Professor  of  Gymnastics,  gave 
a  highly  interesting  lecture  at  the  above  institute  on 
Monday  evening,  March  21st. 

"  The  lecturer  gave  an  historical  sketch  of  the  gym- 
nastic art,  and  quoted  the  opinions  of  eminent  men 
concerning  it,  and  concluded  by  exhibiting  his  new 
system,  which  is  evidently  far  in  advance  of  any 
other,  with  a  class  of  boys  who  have  been  under  his 
training.  The  audience  was  no  more  spell-bound 
by  the  graceful  evolutions  of  these  lads,  all  of  which 
were  performed  to  music,  than  they  were  by  the 
lecturer's  eloquence  and  forcible  rhetoric.  Their 
fixed  eye,  their  riveted  attention,  and  oft-repeated 
bursts  of  applause,  were  sufficient  to  show  their  ap- 
preciation of  the  speaker's  delineation. 

"  Mr.  Tyler's  genius  is  well  directed  towards 
awakening  an  interest  in  the  neglected  subject  of 
physical  culture.  In  his  hands  it  is  sure  to  revive. 
We  wish  the  gifted  lecturer  and  his  good  work 
abundant  success." 


THE  NEW   GYMNASTICS.  285 

The  Gymnastic  Club  at  Hecent's  Park  Col- 
lege.—  The  following  expression,  as  the  latest  one 
received  from  the  dificrent  institutions  with  which  I 
am  connected,  I  append  for  the  value  it  mny  have 
to  those  who  are  interested  in  the  practical  working 
of  the  new  gymnastics  as  an  educational  j^rocess :  — 

"  Regent's  Park  College, 
April  19th,  1864. 

"  Dear  Sir,  —  I  have  been  requested  by  the  Mem- 
bers of  the  Gvmiiastic  Club  at  Re2:ent's  Park  Col- 
lege,  to  express  to  you  their  satisfaction  and  pleasure 
in  receiving  the  course  of  exercises,  through  which 
you  have  led  them,  this  last  quarter.  They  would 
specially  notice  the  interesting  character  given  to 
the  practice  hy  the  introduction  of  music. 

"  They  already  feel  the  benefit  of  these  exercises, 
and  are  persuaded  that,  if  persevered  in,  they  can- 
not fail  to  accomplish  their  object  in  training  all 
the  muscles  to  a  prompt  and  vigorous  action,  and 
so  in  promoting  a  sound  physical  culture. 

"  With  warm  assurances  of  regard,  and  with  grate- 
ful acknowledgments  of  your  kind  attention, 
"  I  remain, 

"  Yours  very  truly, 

"James  SrxLY, 

''Bon.  Sec. 
"  Moses  Coit  Tyler,  Esq." 


286  THE  NEW   GYMNASTICS. 

Mr.  Tyler  lias  returned  to  America,  and  accepted 
the  professorship  of  English  Literature  in  the  Michi- 
gan University. 

I  trust  his  new  occupations  will  not  lessen  his 
interest  in  physical  education.  I  regard  it  as  a 
great  honor  to  have  been  Mr.  Tyler's  instructor  in 
the  Gymnastic  Art.  Of  all  the  advocates  of  the 
new  system  he  is  the  most  eloquent.  I  have  in- 
dulged the  hope  that  circumstances  might  lead  to 
the  complete  devotion  of  his  life  to  the  propagation 
of  the  new  system  of  physical  culture. 


THE   END. 


Cambridge  :  Electrotyped  and  Printed  by  Welch,  Bigelow,  &  Co. 


„_  14  DAY  USE 

MTURN  TO  DESK  FROM  WHICH  BORROWED 

tOAN  DEPT. 

„  ,  Tel.  No.  642-3405 

rFmm  nrpi  a  •7?-2piw 


^5  2  4 1974  -  7 


Tdvv<>  OM  ,t^7r~ 


MC.  CIR  HSVJO  -TS 


"-^■^^i^eO^ 


^^^^  1  0  b/d 


^»^C.  CJR.DlC     8  77  1 


,^p2iA_3o4li»|D^^jry  ^f.  CAllh<aWttJ  Library 
(R3728slO)476— A-30  aERKEliy^*"^*""^^  California 

Berkeley 


GENERAL  LIBRARY  -  U.C.  BERKELEY 


BDDD7fifl7SS 


